A Structural Equation Model for Youths' STEM Identity Development: Impact of Contextual STEM Learning Experiences
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| Title: | A Structural Equation Model for Youths' STEM Identity Development: Impact of Contextual STEM Learning Experiences |
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| Language: | English |
| Authors: | Amdad Ahmed Awsaf (ORCID |
| Source: | Online Submission. 2026Paper presented at the NARST Annual International Conference (Seattle, WA, Apr 2026). |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Minority Serving Institutions, Minority Group Students, Prior Learning, Student Experience, Self Concept, STEM Education, Student Interests, Informal Education, Performance, Competence |
| Abstract: | STEM identity functions as a strong predictor of students' long-term persistence in STEM, as individuals who see themselves as STEM persons are more likely to remain engaged, pursue advanced study, and continue in STEM-related careers over time. However, the development of such identities is not incidental and often requires specific efforts by the learning authorities and stakeholders. Our current study examined how pre-college experiences influence STEM identity development among 1,134 racially and ethnically minoritized youth studying across several Minority Serving Institutions in the United States. Using the Structural Equation Modeling technique, we tested relationships among performance-competence, recognition, interest, and eight pre-college experiences that took place in both formal and informal learning environments. Results showed that STEM interest (β = 0.44) and recognition (β = 0.46) directly predicted STEM identity, with performance-competence mediating these relationships. Teacher recommendations most strongly predicted performance-competence (β = 0.257), followed by being called on to answer questions (β = 0.165). Negative out-of-school experiences decreased performance-competence (β = -0.061). Our findings suggest that fostering positive pre-college experiences continues to influence STEM identity through psychological mechanisms, and interventions focused on performance-competence can effectively support minoritized youths' STEM Identity development and their long-term persistence in the field. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679433 |
| Database: | ERIC |
| Abstract: | STEM identity functions as a strong predictor of students' long-term persistence in STEM, as individuals who see themselves as STEM persons are more likely to remain engaged, pursue advanced study, and continue in STEM-related careers over time. However, the development of such identities is not incidental and often requires specific efforts by the learning authorities and stakeholders. Our current study examined how pre-college experiences influence STEM identity development among 1,134 racially and ethnically minoritized youth studying across several Minority Serving Institutions in the United States. Using the Structural Equation Modeling technique, we tested relationships among performance-competence, recognition, interest, and eight pre-college experiences that took place in both formal and informal learning environments. Results showed that STEM interest (β = 0.44) and recognition (β = 0.46) directly predicted STEM identity, with performance-competence mediating these relationships. Teacher recommendations most strongly predicted performance-competence (β = 0.257), followed by being called on to answer questions (β = 0.165). Negative out-of-school experiences decreased performance-competence (β = -0.061). Our findings suggest that fostering positive pre-college experiences continues to influence STEM identity through psychological mechanisms, and interventions focused on performance-competence can effectively support minoritized youths' STEM Identity development and their long-term persistence in the field. |
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