The research presented in this thesis examines the experiences of middle-school girls who belong to school-based robotics clubs and considers how these experiences may impact STEM identity. Females are underrepresented in many STEM (Science, Technology, Engineering and Mathematics) fields, especially in fields such as engineering and computer science. The context of Educational Robotics was chosen for the thesis research because robotics is a STEM environment that combines engineering and computer science, and it is an area that has shown some promise in engaging students in STEM fields, especially fields such as Computer Science and Engineering.

There are a variety of reasons that have been identified in research across the years for the underrepresentation of women in STEM fields such as engineering and computer science. As a consequence, initiatives have been developed to encourage increased participation of females in these fields. Many of these initiatives have focused on increasing girls’ knowledge, skills and access to STEM fields. Despite these actions, the underrepresentation of females in particular STEM fields is persistent. This has led researchers to consider how identity, and in particular a STEM identity, may impact the choices girls make. This thesis both builds on and contributes to this body of research.

The research question that guided this work is: “In what ways does participation in a robotics club influence the development of girls’ STEM identity?” Identity relates to a sense of self. A person who has a STEM identity regards themselves as someone interested in and capable in STEM; that is, they see themselves as a STEM person. A mixed-methods design was used, specifically an explanatory sequential methodology, to explore girls’ experiences in robotics clubs and their STEM identities. Participants were girls in robotics clubs from throughout New Zealand. There were two main sources of data: a survey and interviews. Quantitative data were collected through the use of a survey instrument. The survey provided an overview of the girls’ experiences as members of robotics clubs and attitudes towards STEM. Qualitative data were primarily gathered through semi-structured focus-group interviews with girls from six clubs. The interviews provided a deeper understanding of the participants’ experiences than could be obtained through the survey alone.

Findings indicate that belonging to a robotics club provided a context in which girls could engage with STEM and author for themselves a STEM identity. Clubs have the potential to support the development of positive STEM identities. However, the experiences of the participants in robotics clubs varied, depending on a variety of factors that include prior experience with STEM-related activities, the support that participants received in developing their STEM identity, and how robotics clubs were structured. The development of a STEM identity was negatively impacted by stereotypes and the absence of club structures and approaches supporting female inclusion. Sometimes initiatives to encourage girls can have the opposite effect to that intended. Four STEM identity archetypes were identified, the characteristics of which relate to the strength of a STEM identity and how the participants navigate their STEM identity alongside their gender identity. Recommendations for practice include the provision of STEM opportunities through robotics clubs, where robotics-related activities intentionally support the development of a STEM identity and social connections with peers interested in STEM. Related to this is the recommendation that teachers and tutors of robotics and educators involved in computing education outreach need to understand how STEM identities may develop and be supported in professional learning around identity. This is in order that they might create a robotics club culture that challenges sociocultural constructions and gender stereotypes around females in STEM and STEM fields such as engineering and computer science.