Science Identity Pathways and STEM Career Aspirations: Intersectional Analysis From High School to Postsecondary Education

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Motivational Trajectories, Patterns, and Profiles (Table 4)

Abstract

Science identity is crucial for students' persistence in STEM fields, yet its development across demographic groups is underexplored. This study examines the evolution of science identity and its relationship with STEM career aspirations, focusing on gender, underrepresented minority (URM) status, and socioeconomic status (SES). Utilizing the High School Longitudinal Study of 2009–2016 and Structural Equation Modeling Trees, we identified diverse science identity trajectories and their connection to STEM career aspirations. Results reveal that High SES women show the steepest growth in science identity, while low/mid SES URM men start lower but grow significantly. Growth in science identity positively predicts STEM career aspirations for low/mid SES women. Our findings provide insights for supporting diverse pathways in STEM education.

Authors

• Chi-Ning Chang, Virginia Commonwealth University

• Chin-Chih Chen, Virginia Commonwealth University

• Amy Corning, Virginia Commonwealth University

• Guan Saw, Claremont Graduate University

• Xun Liu, Virginia Commonwealth University

• Tzu-Wei Wang, Virginia Commonwealth University

• Moe Debbagh Greene, Virginia Commonwealth University