An Examination of the Relationship Between STEM Identity and Postsecondary Indicators Using High School Longitudinal Study 2009

• In Event: Science Teaching and Learning: Student Attitudes and Identity

Abstract

This study examines the relationship between STEM identity in high school and postsecondary indicators to inform challenges in STEM interest, learning, and participation of underrepresented groups. Data come from HSLS:2009. Analyses determine whether differences in STEM identity exist across student populations, whether a relationship can be found between STEM identity and postsecondary indicators, and whether students with non-STEM majors possess measurable STEM identity. Results indicate significant differences in STEM identity based on personal characteristics. STEM identity is a significant predictor of postsecondary indicators, moderated by personal characteristics. STEM majors report greater levels of STEM identity, but a non-trivial percentage of non-STEM majors report moderate/high levels. This suggests a well of untapped potential may exist for filling the STEM pipeline.

Authors

• Joseph Taylor, UCCS

• Dick M. Carpenter, University of Colorado

• Jeanette Dias, University of Colorado - Colorado Springs

• Kristi McCann, University of Colorado - Colorado Springs

• Joe Palmer, University of Colorado - Denver

• Sylvia L. Mendez, University of Colorado - Colorado Springs