In a groundbreaking study set to reshape the future of STEM education, researchers Heilemann, Schober, Stoeger, and colleagues explore the critical role of organizational identity and efficacy in fostering gender-inclusive practices within out-of-school STEM programs. This investigation, soon to be published in the International Journal of STEM Education, pushes the boundaries of how we conceptualize STEM identity—not merely as an individual characteristic but as a dynamic institutional attribute capable of influencing equity and inclusion beyond traditional classroom settings.
The study emerges from a growing recognition that while significant strides have been made in encouraging individual students—especially girls and underrepresented minorities—to identify with STEM disciplines, persistent gender disparities remain a stubborn barrier. Traditional approaches often focus on personal identity development, yet this research highlights that the organizational structures and self-conceptions of institutions themselves can profoundly affect the inclusivity and effectiveness of STEM education initiatives. Out-of-school programs, ranging from after-school clubs to science museums and community workshops, present unique opportunities to investigate this interplay.
At the heart of the study is the concept of organizational identity, which refers to an institution’s collective understanding of its role, values, and mission. The research team argues that when STEM organizations embrace an inclusive identity that explicitly supports gender equity, their capacity to implement gender-sensitive practices significantly improves. This organizational self-awareness is not just rhetorical but linked to tangible outcomes such as the design of inclusive curricula, recruitment of diverse facilitators, and promotion of a welcoming culture for all participants.
Closely tied to identity is the notion of organizational efficacy, or the institution’s belief in its ability to effect change and achieve its inclusion goals. The findings reveal that high efficacy within an organization correlates strongly with proactive strategies that dismantle gender biases and foster equitable participation. This efficacy fuels innovation in pedagogical methods and promotes sustained commitment to gender inclusivity over time, rather than one-off interventions.
The methodology of the study is robust and multilayered, utilizing qualitative interviews, ethnographic observations, and institutional surveys across a diverse array of out-of-school STEM settings. By adopting a mixed-methods approach, the researchers unpack the nuanced ways in which identity and efficacy interplay within organizations that vary in size, funding, and mission. This comprehensive design lends credibility and makes the findings broadly applicable across different educational contexts.
One captivating dimension of the research is its focus on the ‘institution as identity bearer’—an often overlooked perspective in STEM education research. Instead of treating the organization merely as a backdrop, the study situates the institution as an active agent shaping who feels welcome and capable in STEM spaces. This shifts the paradigm: inclusivity is no longer just about changing individual perceptions but about transforming institutional cultures from the inside out.
The implications for policy and practice are profound. STEM organizations can leverage these insights to conduct self-assessments of identity and efficacy, then strategically recalibrate programs to be more gender-inclusive. Policymakers supporting out-of-school STEM initiatives are encouraged to fund capacity-building efforts that enhance organizational confidence and clarify inclusive mission statements, thereby institutionalizing gender equity as a core value rather than an optional add-on.
Moreover, the research spotlights the critical role of leadership in nurturing an identity that embraces diversity and inclusion. Leaders who model commitment to gender equity and communicate a clear, inclusive vision foster organizational efficacy. As a result, the entire staff becomes more aligned with inclusion objectives, cascading into better practices and more engaged participants.
The study also challenges the prevailing belief that gender inclusion depends solely on fixed socio-cultural factors external to the institution. By illustrating how organizational dynamics can be intentionally shaped, the research paves the way for transformative approaches in STEM education that are responsive and adaptive. This positions out-of-school programs as powerful laboratories for social innovation.
Technical frameworks drawn from organizational psychology and educational theory underpin the analysis, providing a rigorous lens through which to interpret qualitative data. Constructs such as collective efficacy, sensemaking, and identity alignment are meticulously applied, shedding light on how intangible organizational qualities translate into concrete pedagogical strategies.
Additionally, the paper underscores the importance of sustained institutional commitment rather than episodic initiatives. Gender-inclusive practices that emerge from a deep-rooted organizational identity are more resilient to change and capable of evolving with emerging educational trends and societal needs. This longevity is critical in addressing long-term inequities in STEM participation.
Importantly, the study recognizes that institutional identity is not fixed but continuously negotiated among stakeholders including staff, participants, and the broader community. This dynamic interaction creates both challenges and opportunities for fostering gender inclusivity. Effective communication channels within organizations facilitate these negotiations, strengthening the shared commitment to inclusive values.
The research also addresses potential pitfalls, such as tokenism or superficial branding of inclusivity without substantive internal change. Organizations that merely adopt inclusive rhetoric without cultivating genuine efficacy risk alienating participants and staff alike. The authors call for transparency and authentic engagement to avoid these traps.
Furthermore, the study contributes to the growing field of intersectionality in STEM education by acknowledging that gender inclusivity efforts must be attuned to intersecting identities and experiences. Institutions that adopt inclusive organizational identities tend to be more responsive to complex diversity concerns, offering a richer, more supportive environment for all learners.
This study represents a significant advance in understanding the mechanisms by which gender equity in STEM can be embedded institutionally, not just individually. It invites educators, administrators, and policymakers to rethink how they conceptualize identity and efficacy within their organizations to create more equitable out-of-school STEM learning environments.
As institutions worldwide seek effective strategies to close gender gaps in STEM, Heilemann and colleagues’ research offers a vital roadmap grounded in empirical evidence and theoretical sophistication. Its timely insights promise to catalyze new initiatives and reforms that ultimately expand access, participation, and success for diverse populations in STEM fields.
The revolutionary perspective presented here holds potential to inspire viral discussion in the science education community, resonating with those committed to social justice, educational innovation, and organizational change. As the STEM ecosystem evolves, extending individual identity to an institutional level emerges as a powerful lever for systemic transformation.
The study’s anticipated impact extends beyond academia into the practical realms of program management and policy formulation. It encourages a paradigm shift toward institutions as living ecosystems whose identities and beliefs shape the future of STEM inclusivity worldwide.
In summary, this research crystallizes a profound truth: real diversity and inclusion in STEM are inextricably tied to how organizations see themselves and their purpose. By harnessing organizational identity and efficacy, out-of-school STEM programs can become catalysts for enduring gender equity, reshaping the scientific landscape for generations to come.
Subject of Research: The study investigates how organizational identity and efficacy influence the implementation of gender-inclusive practices within out-of-school STEM education programs.
Article Title: Extending STEM identity to the institutional level: how organizational identity and efficacy shape gender-inclusive practice in out-of-school education.
Article References:
Heilemann, M., Schober, S., Stoeger, H. et al. Extending STEM identity to the institutional level: how organizational identity and efficacy shape gender-inclusive practice in out-of-school education. IJ STEM Ed (2026). https://doi.org/10.1186/s40594-026-00595-1
Image Credits: AI Generated
