In this commentary, I discuss the impetus for the study to examine the effect on connectedness to STEM and equitable outcomes in STEM participation for students who are deaf/hard of hearing, and representative of other marginalized identities. Maggie Renken et al.’s theoretical perspective on identity development, intersectionality, and STEM, provide context for understanding barriers and considering practices for supporting development of a STEM identity and pursuit of STEM-related careers. Attention to identity formation and social components of identity formation are key to the study’s significance. I expound upon an extension of the focus on students’ identity development to include an underlying attention to equity and the redressing of systemic oppressions that have prevented access to STEM in the past. I will suggest deepening of the analysis to go beyond an understanding of the utility of identity formation to unearth systemic barriers that are residually evident in the socially influenced development process and in the professional world of STEM.

在这篇评论中，我讨论了研究的动力，以研究聋/重听和代表其他边缘身份的学生对STEM的连接性和STEM参与公平结果的影响。Maggie Renken等人关于身份发展，交叉性和STEM的理论观点为理解障碍和考虑支持STEM身份发展和从事STEM相关职业的实践提供了背景。注意身份形成和身份形成的社会组成部分是研究意义的关键。我将重点扩展到学生的身份发展，包括对公平的潜在关注以及纠正过去曾阻止使用STEM的系统性压迫。