STEM Identity and Career Intentions Among First-Year College Students: A Multi-Group Analysis

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Giftedness, Creativity, and Talent Roundtable: Behaviors and Learning Concepts

Abstract

This quantitative cross-sectional study explored how STEM identity shapes STEM career intentions among first-year college students, comparing those identified as gifted with their non-identified peers. Using multigroup structural equation modeling with survey data from 488 students, we found that being recognized by others as a “STEM person” was the strongest predictor of STEM identity, followed by STEM interest. Although performance/competence had a negative direct effect on STEM identity, it contributed positively through STEM interest and recognition. STEM identity also strongly predicted students’ intentions to pursue STEM careers; however, no significant differences were found between gifted and non-identified students. These findings highlight the importance of early, inclusive, and identity-affirming STEM experiences for all students.

Authors

• Tugce Karatas, Purdue University

• Nielsen Pereira, Purdue University/Gifted Education Research & Resource Institute