Bridging Institutions, Building Intentions: A Cross-Sectional and Exploratory Study of STEM Identity and Career Orientation

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Impact Through Collaboration: Reimagining School Partnerships with Higher Ed and Communities

Abstract

As science instruction in schools becomes increasingly limited, collaborative school-university partnerships are crucial in giving students fair access to meaningful, inspiring STEM learning. This study examined how structured STEM experiences influence students’ motivation, identity, and career goals, especially among youth in under-resourced settings. It examined whether previous STEM participation was linked to stronger career orientation and whether a university-led intervention led to short-term improvements in identity. Fifty high school students completed a validated survey measuring five constructs aligned with Social Cognitive Career Theory. Students with prior STEM intervention experience reported greater interest and future aspirations. Intervention participants showed short-term growth in career-related actions. Findings emphasize the potential of co-designed, community-responsive models to promote equity in STEM through ongoing school-university collaboration.

Authors

• Morgan R. Castillo, Baylor University

• Tracey N. Sulak, Baylor University