ABSTRACT
In this essay we provide a sociological perspective on creating informal science education to support lifelong interest in and use of STEM knowledge and practices. We describe insights from our experiences with youth in informal settings and research on youth STEM identity formation. We also highlight how informal STEM settings offer the potential to broaden participation to groups historically marginalized and excluded from conventional, formal STEM settings. Finally, we provide examples of opportunities for intentional inclusion, accessibility, and identity development in designing informal STEM programming. Science identity, the extent to which people see themselves as scientists or “science kinds of people,” may depend less on academic achievement and STEM interest and more on ability to see oneself as a scientist and incorporate STEM into one's concept of self. Sociological studies of aspirations about the future or “future possible selves” in science suggest that they can emerge through role-playing and engaging in science practices in settings such as science classes, zoos, museums, or clubs. Compared to formal education settings, informal settings provide youth with space to play, choose who to interact with, and to form friendships in ways that support STEM identity development.
