Promoting STEM Identities in K-12 Students

Research shows that traditional media often portrays science as a field for white men, a pattern that discourages women and people of color from developing a strong STEM identity. A sense of belonging in science is critical for persistence in STEM careers. Drawing on identity theory, which emphasizes the importance of exposure to relatable role models or “possible selves,” Lauren and Kayle developed an open-source R Shiny web application to highlight diverse female STEM professionals. The application allows K–12 students to explore profiles of scientists from the Women Doing Science (@women.doing.science) Instagram page. Filters for identity, discipline, career path, and language enable students to connect with role models whose traits mirror their own. Caption text analysis informed the creation of unique categories to enhance interactivity and accessibility.

To promote reproducibility, they created a detailed workflow and a publicly available GitHub repository, including the application script and annotated documentation. These resources provide guidance for others interested in adapting the platform for classroom use. They developed Lesson plans aligned with NGSS standards for six age groups, incorporating age-appropriate activities, discussion prompts, and reflection exercises to encourage personal connection and critical thinking. The application and lesson plans will be tested with Santa Barbara County classrooms in Fall 2025. Through this integration, the project seeks to expand students’ understanding of who scientists are, strengthen their sense of belonging in STEM spaces, and inspire them to envision themselves as future contributors to science.

Kayle and Lauren’s Impacts:

  • Conducted a literature review on identity theory and STEM career pathways.
  • Developed a reproducible workflow, app script, and annotated documentation hosted on GitHub.
  • Designed six NGSS-aligned lesson plans to accompany the application and promote the establishment of STEM identities in K-12 students.
  • Partnered with local teachers to refine usability and classroom impact.
  • Submitted an abstract for the American Geophysical Union General Meeting in December 2025.
  • Began drafting a manuscript for the Journal of Science Teacher Education to encourage the use of STEM representation programming in a classroom setting

Kayle Craigen

“This fellowship allowed me to be a part of a unique, diverse team that not only let me contribute to a project that I was proud of, but empowered me through. Working with Alex and Carmen was truly inspiring, and I couldn’t have done it without the incredible mentorship and support from Lauren. I gained so much confidence in myself professionally this summer, and I’m so excited to see Women Doing Science’s impact in Santa Barbara and beyond!”

Kayle Craigen, Environmental Studies and Applied Psychology, '26

Student headshot

“During this fellowship, I achieved many of my professional goals, most notably serving as a mentor. I realized that my passion for leadership comes from helping others find their stride, and Kayle would agree with me that she certainly found hers in our shared work this summer. I am deeply grateful to the people who funded this program, as well as my supervisors, Carmen Galaz-Garcia and Alex Phillips, who made this experience possible for both of us.”

Lauren Puffer, MESM 2026, Coastal and Water Resource Management