The Science Identity and Entering a Science Occupation

• In Event: 329 - Regular Session. Social Psychology

Abstract

The initiative to increase the success of university students in STEM disciplines is a current national focus. Using longitudinal panel data from The Science Study, we investigate the relationship between identity processes and the success of science training programming as measured by entering a science occupation. We examine the core perceptual and behavioral aspects of identity processes by simultaneously assessing the impact of 1) the identity standard of being a scientist, 2) identity verification, 3) identity prominence and 4) identity role performance on ever working in a science occupation using several waves of data collected between 2006 and 2010. Using a structural equation model, we estimate the simultaneous effects of the identity processes, controlling for gender, race/ethnicity, parent’s education, financial support, and mentoring. We find support for the identity processes impacting the success of STEM work in terms of entering a science occupation.

Authors

• Jan E. Stets, University of California-Riverside

• Philip S. Brenner, University of Massachusetts-Boston

• Peter J. Burke, University of California-Riverside

• Richard T. Serpe, Kent State University