Parenting Journal · Volume 2 · Issue 2 · Licensed source edition
Unlocking STEM Identities Through Family Conversations About Topics in and Beyond STEM: The Contributions of Family Communication Patterns
Originally published 2025-01-21 · Behavioral Sciences
Multidisciplinary Digital Publishing Institute (MDPI) · DOI 10.3390/bs15020106 ↗
Editorial reading guide · Collaboration
Which ordinary family conversations could give children a chance to explore how things work?
Students recall conversations at home and report their current sense of identity in STEM. Conversation topics extend beyond formal school subjects.
Who was studied?
1,134 first-year college students at U.S. institutions reflecting on earlier family conversations.
Age / stage: Young adults reflecting on childhood
Read with three questions
- How might later experiences shape what a student remembers about family talk?
- Which measures came from the same participant, and which had an independent source?
- How does the study distinguish one family member’s report from a shared account?
Keep the limits in view
A cross-sectional account measures variables in the same period. It cannot establish which came first; participants reporting more than one measure may also introduce shared reporting bias.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Remy Dou; Nicole Villa; Heidi Cian; Susan Sunbury; Philip M Sadler; Gerhard Sonnert; Lucía Alcalá; Guadalupe Díaz Lara; Paula Alonqueo (2025). Unlocking STEM Identities Through Family Conversations About Topics in and Beyond STEM: The Contributions of Family Communication Patterns Behavioral Sciences. https://doi.org/10.3390/bs15020106
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.