Adolescents' Perceptions of STEM Barriers: The Role of Math and Science Interest and STEM Identity

• In Event: Unpacking the Learning and Benefits of STEM Engagement Across Formal and Informal Learning Contexts

Abstract

Background. Math and science education is foundational to adolescents’ pursuit of STEM (science, technology, engineering and math) (Mosatche et al., 2013; Wai et al., 2010). However, research highlights that women and underrepresented ethnic-racial minority groups (URM) are more likely to leave STEM pathways given their awareness of STEM related barriers and misalignment between their social identities (i.e., gender and race) with STEM contexts (Scott & Martin, 2014). Thus, the current study examines how math and science interest promote the formation of STEM identity, and subsequently help adolescent youth challenge negative perceptions of STEM barriers.
This longitudinal study tested the following hypotheses: H1:Science and math interest at time 1(baseline) will be associated with gender STEM identity, race/ethnicity STEM identity, and overall STEM identity at time 2 (1 year) (Dou & Cian, 2022). H2: Stronger STEM identity at time 2 will be associated with fewer perceptions of STEM barriers at time 3 (2 years) (Else-Quest et al., 2013; Kim et al., 2018). H3: STEM identity will mediate the relationship between STEM interest and perceptions of STEM barriers.
Theoretical Framework. This study uses the persistence framework (Graham et al., 2013) that suggests that learning and identification with STEM are critical to students persisting in STEM. Given that youth perceive STEM barriers as early as middle school (Fredricks et al., 2018), early examination of the factors that help youth challenge such perceptions is critical to expanding long term access to STEM fields.
Participants. 280 adolescents (189 female, 89 male, and 2 who did not identify their gender; Mage =15.27, SD =1.79; 41% White British or European American, 28% Asian British or Asian American, 15% Black British or African American, and 6% bi-racial and 8% other. 2% ethnicity not reported), were recruited from six informal science learning sites in the United States (n=3) and in the United Kingdom (n=3).
Measures. Participants completed math and science interest (10 items) (Wang & Eccles, 2013), STEM identity (3 items) (London et al., 2021), and perceptions of STEM barriers (12 items) (London et al., 2011).
Results. Three models (i.e., gender, race-ethnicity overall self) assessed the unique role of each STEM identity item; the final model for overall STEM identity item yielded significant pathways. T1 Math interest was promotive of overall STEM identity at T2. Positive STEM identity was negatively associated with perceptions of STEM barriers such that greater indicated less likelihood of barriers to STEM achievement. STEM identity did not mediate the relationship between math interest and perceptions of STEM barriers.
Significance. Math interest may be a critical factor in forging STEM identity given that math is foundational to across all science disciplines but is often harder to bolster during adolescents as math becomes less applied and more conceptual. ISLS offer an opportunity to maintain applied math learning at a time when formal math instruction is becoming more complex and can dampen overall math interest. Thus, future research should continue to explore how embedding math interest within ISLS can bolster math interest beyond the immediate classroom environment.

Authors

• Channing Jamielle Mathews, University of Virginia
  Presenting Author

• Mengya Zhao, University of Exeter
  Non-Presenting Author

• Adam Rutland, University of Exeter
  Non-Presenting Author

• Adam Hartstone-Rose, North Carolina State University
  Non-Presenting Author

• Kelly Lynn Mulvey, North Carolina State University
  Non-Presenting Author