Associations Between Event-Based (Mis)Recognition by STEM Authorities with STEM Identity and STEM Career Aspirations

Abstract

Several programs for marginalized young people have been intentionally designed to increase the diversity in STEM careers; however, the participation of racially and ethnically minoritized individuals continued to be underrepresented in STEM disciplines. Using discipline-based STEM identity theories and drawing data from an NSF-funded survey of 1,134 participants, these regression analyses examine the impact of prior educational experiences on STEM identity (i.e., seeing oneself as a STEM person) and career aspirations among individuals attending 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.