Examining the Impact of Perceived Experiences on STEM Identity and Career Aspirations Among Underrepresented Youth

Using identity theory and drawing data from an NSF-funded survey of 1,134 participants, this study examines the impact of prior educational experiences on STEM identity and career aspirations among individuals attending at Minority Serving Institutions (MSIs). The study’s findings indicate that although positive reinforcement positively correlates with the STEM identity construct, the efforts are not always supportive enough to predict STEM career aspirations for minoritized individuals. It underscores the importance of explicitly designing appropriate interventions to support STEM identity formation and STEM career pursuit.