Does Exposure to Science Museums or Planetariums Shape Science Identity and STEM Major Choice? Evidence from HSLS:09

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Abstract

Efforts to expand and diversify the STEM fields highlight the need to better understand motivation processes in STEM trajectories. Drawing on HSLS:09, this study used a quasi-experimental design to estimate the ATE, ATT, ATU causal effects of visiting science museums or planetariums between 9th–11th grade on (a) gains in science identity by the end of 11th grade and (b) first‑year college STEM major choice (N = 8,113). Propensity‑score weighting with regression adjustment yields well‑balanced treatment and control groups (standardized mean differences < 0.10). Results indicate students who visited a science museum or planetarium between 9th and 11th grade have significantly stronger science identity and were significantly more likely to declare a STEM major by college entry.

Author

• Shuhan Ai, University of California - Los Angeles