What Factors Promote High School Students’ Development of Science Identity and STEM Major Aspiration? An Analysis of HSLS:09 Data (High School Longitudinal Study of 2009)

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Abstract

This study examines the factors that promote college-bound high school students' development of science identity and aspirations to major in STEM fields, utilizing data from the High School Longitudinal Study of 2009 (HSLS:09). Through the lens of Social Cognitive Career Theory (SCCT), we analyze the impact of demographic characteristics, parental involvement, and academic performance on students' science identity and STEM aspirations. Our findings indicate that gender, race, parental occupation in STEM, and academic GPA significantly influence science identity development. Furthermore, science identity and high school GPA are strong predictors of STEM major aspirations. This research underscores the importance of parental support and early science engagement in shaping students' STEM trajectories.

Authors

• Shuhan Ai, University of California - Los Angeles

• Kevin Eagan, University of California - Los Angeles