#1072: Classroom Observations for Children's Reactions to Ambient Identity Cues in a STEM Video

This study explored how children reacted to ambient identity cues in elementary STEM classrooms. This study was part of a larger project whose goal was to create an equitable and inclusive environment for children to sense belonging in the classroom and STEM disciplines. Data included student survey responses and classroom observation notes about materials used and interactions between the teacher and students as well as among students. For this study, four participants were selected based on data richness. Thematic analysis was conducted using NVivo 14 with a coding scheme developed based on the conceptual framework. The findings suggest that how ambient identity cues are presented and interpreted are critical to the extent to which minoritized students feel belonging in STEM.