Examining the Impact of Perceived Experiences on STEM Identity and Career Aspirations among Underrepresented Youth
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| Title: | Examining the Impact of Perceived Experiences on STEM Identity and Career Aspirations among Underrepresented Youth |
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| Language: | English |
| Authors: | Amdad Ahmed Awsaf (ORCID |
| Source: | Online Submission. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, STEM Careers, Minority Group Students, Disproportionate Representation, Student Experience, Self Concept, Occupational Aspiration, Positive Reinforcement, Correlation, Minority Serving Institutions, Predictor Variables |
| Abstract: | Various programs for marginalized young people have been intentionally designed to increase the diversity in STEM careers; however, racially and ethnically minoritized individuals' participation in STEM disciplines continued to be underrepresented. Using identity theory 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 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675440 |
| Database: | ERIC |
| Abstract: | Various programs for marginalized young people have been intentionally designed to increase the diversity in STEM careers; however, racially and ethnically minoritized individuals' participation in STEM disciplines continued to be underrepresented. Using identity theory 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 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. |
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