The STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning model is touted by its proponents for its potential in broadening access and participation in STEM learning through deep, authentic engagement in integrated STEM and arts practices. One location STEAM learning occurs is the new media arts classroom, where learners use contemporary technologies to create works of aesthetic value. Within the context of an undergraduate programming for media arts classroom conceptualized as a STEAM learning environment, this dissertation explores (a) how students develop identities as artists and programmers, and (b) students' STEAM critique practices. Participants include the media arts course instructor as well as a focal group of six students with varying backgrounds in STEM and the arts. Data collection spanned an academic semester at a public research university in the Northeast United States. Data include interviews with the students and course instructor, recordings of classroom critiques, classroom observation field notes, and student-produced code artifacts. Analysis of identity development employs Holland and colleagues' (1998) "figured worlds" framework, which views identity as a phenomenon situated in activity. For exploring students' critique practices, this work employs microethnographic discourse analysis to examine how students engage in critiques of their work and that of their peers on a micro scale. Findings point to a depiction of the figured world of learning in MS 110 that describes how the resources provided by this world result in students' identity development. Findings contribute to the understanding of (a) identity development in STEAM through the lens of figured worlds, and (b) critique as an epistemic practice in STEAM learning environments. These results offer insights for more inclusive and effective instructional practices and curriculum design that deeply engages students in both STEM and the arts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]