Identity has been theorized to aid in student persistence within STEM disciplines. In this study, science and chemistry identity were defined as being recognized as a science or chemistry person within the classroom. To generalize the effects that identity has on student persistence, a measurable construct must be defined, operationalized, and tested in multiple settings with different populations. This project addressed the first step in the process, defining the construct and grounding it in an established theoretical framework. This qualitative project utilized a previously described physics identity framework, with sub-constructs of performance/competence, recognition, and interest, as a starting point for the alignment of students’ perceptions of identity to the broader theoretical frameworks of identity. Nine semi-structured interviews were conducted with students from a range of chemistry courses at Portland State University. The interviews consisted of questions pertaining to the sub-constructs of identity. Thematic analysis was used to define emerging themes within student responses. These themes were found to align with an array of affective constructs, including mastery experiences, verbal persuasion, vicarious experiences, situational interest, and mindset. These constructs will be used to develop an identity measure for chemistry education that is grounded in the broader theoretical frameworks of identity.

中文翻译：

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对齐用于科学和化学特性测量的理论基础结构

身份已经理论化，可以帮助学生在STEM学科中保持持久性。在这项研究中，科学和化学身份被定义为在教室内被认可为科学或化学人。为了概括身份认同对学生坚持性的影响，必须在具有不同人群的多种环境中定义，操作和测试可测量的结构。该项目解决了该过程的第一步，定义了构造并将其建立在已建立的理论框架中。这个定性项目利用了先前描述的物理身份框架，以及性能/能力，认可和兴趣的子结构，以此作为起点，使学生对身份的认知与更广泛的身份理论框架保持一致。对来自波特兰州立大学化学课程的学生进行了九次半结构化访谈。访谈包括与身份子结构有关的问题。主题分析被用来定义学生反应中的新兴主题。发现这些主题与一系列情感构造相吻合，包括精通经验，口头说服，替代经验，处境趣味和心态。这些构造将用于基于更广泛的身份理论框架为化学教育制定身份测度。主题分析被用来定义学生反应中的新兴主题。发现这些主题与一系列情感构造相吻合，包括精通经验，口头说服，替代经验，处境趣味和心态。这些构造将用于基于更广泛的身份理论框架为化学教育制定身份测度。主题分析被用来定义学生反应中的新兴主题。发现这些主题与一系列情感构造相吻合，包括精通经验，口头说服，替代经验，处境趣味和心态。这些构造将用于基于更广泛的身份理论框架为化学教育制定身份测度。