This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self-and outside recognition as a STEM individual played in the process. Interviews revealed students' self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self-and outside recognition were often negotiated through the lens of intersectional identities held by the participants.

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This article explores the application of science identity development theory for women of color interested in the science disciplines; and it advocates for taking an intersectional approach to understanding how women of color form science identities. The article also challenges community college administrators and scholars to focus on redefining science identity development theory within the community college setting as a means to enhance success for women of color pursuing academic work in scientific disciplines. Women of color are severely underrepresented in science and engineering occupations; they make up approximately 5% of employed scientists and engineers (2% Black, 2% Hispanic, 1% American Indian, Alaska Native, Native Hawaiian, or Other Pacific Islander, and multiple race; National Science Foundation, 2015). Often facing challenges related to sexism and racism within the sciences, many women of color find it difficult to conceptualize themselves as scientists and fail to develop a strong science identity (Carlone & Johnson, 2007Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens.

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As technology has made a range of modes of communication available and created new ways to integrate these modes, feedback has become increasingly electronic and multimodal. From written to audio, video, and screencast feedback, the multimodal options for electronic feedback (e-feedback) have expanded in such a way that we might speak of a ‘multimodal turn’ in feedback on foreign and second language writing. However, feedback studies on second language writing are just beginning to explore these complex areas. This essay offers a multimodal perspective on e-feedback by illustrating the scope of current research and highlights future research directions. The retrospective underscores the scarcity of research in the area with a specific focus on multimodality and identifies needs for speciality feedback systems that consider practical and contextualized perspectives. We argue that future research should strive for a context-rich description of e-feedback activities, gathering thick data about feedback provision, learner engagement with feedback and uptake through screencasting, eye-tracking, and keystroke logging technologies. These data should be triangulated with information about all factors impacting the feedback activity outcome, ranging from participant variables over modal affordances of the platforms used to environmental factors like institutional support.

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