STEM Identity Development Through Participation in Informal STEM Education Programs: High School Girls’ Experiences in Uzbekistan

Abstract

This qualitative study explores how high school girls in Uzbekistan experienced participation in informal STEM programs and how these experiences influenced their STEM identity development. Guided by Situated Learning Theory (Lave & Wenger, 1991), data from semi-structured interviews were analyzed using reflexive thematic analysis (Braun & Clarke, 2019). The analysis identified four main themes: (1) entering and participating in informal STEM practices; (2) social participation, recognition, and belonging; (3) STEM identity development and future aspirations; and (4) sociocultural and structural conditions shaping participation. The findings show that informal STEM programs provided entry points into STEM through hands-on and real-world activities, while mentorship, peer collaboration, and the presence of other girls supported a sense of belonging. Participation in these programs was associated with changes in how girls saw themselves as STEM learners, as well as with expanded career aspirations. At the same time, the study found that access to these opportunities was not equal, as participation was shaped by factors such as school type, language, location, and family dynamics. Overall, the study shows that informal STEM programs can support STEM identity development, but their impact depends on who is able to access them.