Carrying Contextual Learning Experiences Forward: A Structural Equation Model for Youths’ STEM Identity Development

• In Event: Science and STEM Identity Development and Formation

Abstract

STEM identity has predictive value for determining long-term persistence in STEM fields. This study examined how pre-college experiences influence STEM identity development among 1,134 racially and ethnically minoritized youth across several Minority Serving Institutions. Using SEM, we tested relationships among performance-competence, recognition, interest, and eight pre-college experiences. Results showed interest (β = 0.44) and recognition (β = 0.46) directly predicted STEM identity, with performance-competence mediating these relationships. Teacher recommendations most strongly predicted performance-competence (β = 0.257), followed by being called on to answer questions (β = 0.165). Negative out-of-school experiences decreased performance-competence (β = -0.061). Findings suggest fostering positive pre-college experiences continues influencing STEM identity through psychological mechanisms, and interventions focused on performance-competence can effectively support minoritized youths’ STEM Identity development.

Authors

• Amdad A. Awsaf, Florida International University

• Remy Dou, University of Miami

• Sue Sunbury, Harvard University

• Gerhard Sonnert, Harvard University

• Philip M. Sadler, Harvard University