It Runs in the Family: The Role of Family and Extended Social Networks in Developing Early Science Interest

Abstract

<jats:p> Research shows that early scientific interest is associated with science degree completion and career selection. However, little is known about the conditions that support early scientific interest. Using a “funds of knowledge” theoretical framework, this study examined the role of parents, family, and extended social networks in fostering early interest in science. Using interview narratives from 116 scientists (physicists and chemists) in the United States, we conducted a qualitative thematic content analysis. Findings suggest that children who become scientists in adulthood often received early, informal opportunities to use and manipulate material objects and discover how the world works. Second, families used a wide variety of scientific terms at home and encouraged children to pursue their interests whether in science or other fields. Third, these future scientists were often networked with extended family members or friends to observe and do science when they were quite young. Collectively, these findings highlight the specific ways in which families fostered early scientific interest and aided in supporting a student-directed learning environment. </jats:p>

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

“…Family interest and involvement in science could facilitate children in developing an early interest in science ( Dabney et al. , 2013 ), and an early development of science identity has been examined using a funds of knowledge framework ( Chakraverty et al. , 2018b ).…”

Aprendiendo ciencias desde la infancia a la adultez: Historias de vida del estudiantado doctoral chileno y estadounidense en relación con sus experiencias y visiones sobre la naturaleza de la ciencia abierta y cerrada

“…Los hallazgos coincidieron con algunos estudios previos en cuanto a la importancia del papel de los padres, madres y parientes, y la exposición que dan a la niñez en los recursos científicos, tales como la participación en diversas actividades científicas, como hacer excursiones y ver programas científicos de televisión (Baram-Tsabari y Yarden, 2005;Chakraverty et al, 2018;Özkan y Umdu Topsakal, 2020). Durante los estudios de posgrado, hubo un cambio desde la ciencia aprendida en la escuela secundaria y hacia la ciencia practicada en el posgrado, esto es respaldado por algunos estudios como los de Kang (2020) y Toth (2019.…”

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

“…Lack of belonging could occur due to one's family background (or the lack of it) in science. While many scientists have been interested in science or STEM fields from an early age due to family and school factors (Chakraverty et al, 2020;, not everyone has equal access to entry or retention in STEM fields; once in the field, some may be more vulnerable to feeling like an impostor than others due to their race, gender, and other social attributes. Developing a sense of belonging is essential to success and persistence for women of color in STEM fields (Carlone & Johnson, 2007).…”