This study explores the role of STEM-focused social media in shaping STEM identity and fostering a sense of belonging among professional and graduate-level women of color. Despite ongoing diversity initiatives, women of color remain underrepresented across various STEM fields, reflecting persistent inequities in participation (NCSES, 2023). This qualitative study draws on semi-structured narrative interviews as the primary data source, supported by complementary online content analysis. The study examines STEM-related content on Instagram to identify common content types and thematic patterns on a key social media platform used by women of color in STEM. Guided by social identity theory and intersectionality, this study examines how participants navigate layered and intersecting identities, particularly professional identity, within STEM contexts. Findings are organized into six themes: early engagement with STEM social media, validation of STEM identity and belonging, COVID-19 as a catalyst for content creation and visibility, navigating a volatile political and social landscape, social media as a supplement or substitute for traditional STEM spaces, and compartmentalized identity and belonging across platforms. Implications suggest that digital engagement with STEM-focused social media may be an important consideration within broader efforts to foster inclusion and belonging in STEM.
","abstract_html":"<p>This study explores the role of STEM-focused social media in shaping STEM identity and fostering a sense of belonging among professional and graduate-level women of color. Despite ongoing diversity initiatives, women of color remain underrepresented across various STEM fields, reflecting persistent inequities in participation (NCSES, 2023). This qualitative study draws on semi-structured narrative interviews as the primary data source, supported by complementary online content analysis. The study examines STEM-related content on Instagram to identify common content types and thematic patterns on a key social media platform used by women of color in STEM. Guided by social identity theory and intersectionality, this study examines how participants navigate layered and intersecting identities, particularly professional identity, within STEM contexts. Findings are organized into six themes: early engagement with STEM social media, validation of STEM identity and belonging, COVID-19 as a catalyst for content creation and visibility, navigating a volatile political and social landscape, social media as a supplement or substitute for traditional STEM spaces, and compartmentalized identity and belonging across platforms. Implications suggest that digital engagement with STEM-focused social media may be an important consideration within broader efforts to foster inclusion and belonging in STEM.</p>","abstract_has_math":false,"creators":["Martinez, Ximena"],"institution":null,"degree_name":"Education, PhD","degree_level":"Restricted to Claremont Colleges Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Gwen Garrison","Guan Saw"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:20Z","subjects":["online content analysis","sense of belonging in STEM","STEM identity","STEM social media","women of color in STEM","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1113","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gwen Garrison","Guan Saw"]},{"key":"dc:creator","label":"Author","values":["Martinez, Ximena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["online content analysis","sense of belonging in STEM","STEM identity","STEM social media","women of color in STEM","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1113"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the role of STEM-focused social media in shaping STEM identity and fostering a sense of belonging among professional and graduate-level women of color. Despite ongoing diversity initiatives, women of color remain underrepresented across various STEM fields, reflecting persistent inequities in participation (NCSES, 2023). This qualitative study draws on semi-structured narrative interviews as the primary data source, supported by complementary online content analysis. The study examines STEM-related content on Instagram to identify common content types and thematic patterns on a key social media platform used by women of color in STEM. Guided by social identity theory and intersectionality, this study examines how participants navigate layered and intersecting identities, particularly professional identity, within STEM contexts. Findings are organized into six themes: early engagement with STEM social media, validation of STEM identity and belonging, COVID-19 as a catalyst for content creation and visibility, navigating a volatile political and social landscape, social media as a supplement or substitute for traditional STEM spaces, and compartmentalized identity and belonging across platforms. Implications suggest that digital engagement with STEM-focused social media may be an important consideration within broader efforts to foster inclusion and belonging in STEM.
"]},{"key":"dc:title","label":"Title","values":["Exploring the Impact of Social Media in Shaping STEM Identity and Sense of Belonging Among Women of Color"]}]}],"canonical_facts":{"dc:contributor":["Gwen Garrison","Guan Saw"],"dc:creator":["Martinez, Ximena"],"dc:date.available":["2026-05-25T07:00:00Z"],"dc:description.abstract":["This study explores the role of STEM-focused social media in shaping STEM identity and fostering a sense of belonging among professional and graduate-level women of color. Despite ongoing diversity initiatives, women of color remain underrepresented across various STEM fields, reflecting persistent inequities in participation (NCSES, 2023). This qualitative study draws on semi-structured narrative interviews as the primary data source, supported by complementary online content analysis. The study examines STEM-related content on Instagram to identify common content types and thematic patterns on a key social media platform used by women of color in STEM. Guided by social identity theory and intersectionality, this study examines how participants navigate layered and intersecting identities, particularly professional identity, within STEM contexts. Findings are organized into six themes: early engagement with STEM social media, validation of STEM identity and belonging, COVID-19 as a catalyst for content creation and visibility, navigating a volatile political and social landscape, social media as a supplement or substitute for traditional STEM spaces, and compartmentalized identity and belonging across platforms. Implications suggest that digital engagement with STEM-focused social media may be an important consideration within broader efforts to foster inclusion and belonging in STEM.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1113"],"dc:subject":["online content analysis","sense of belonging in STEM","STEM identity","STEM social media","women of color in STEM","Higher Education"],"dc:title":["Exploring the Impact of Social Media in Shaping STEM Identity and Sense of Belonging Among Women of Color"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Restricted to Claremont Colleges Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:20Z"}