Changing Conceptions of STEM Identity in a Learning Assistant Program

This poster focuses on qualitative and quantitative analyses of the Learning Assistant (LA) program at Azusa Pacific University. Quantitative results from the STEM Identity Overlap and STEM Career Interest surveys show no indication of changes in degree of STEM identity in the LA program. However, preliminary qualitative analysis of student and LA focus groups indicates that the LA program may shift students' perceptions of what a STEM identity is.