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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
Language: English
Authors: Amdad Ahmed Awsaf (ORCID 0009-0000-6943-4526), Remy Dou, Susan Sunbury, Gerhard Sonnert, Philip Sadler
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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679433
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  Data: A Structural Equation Model for Youths' STEM Identity Development: Impact of Contextual STEM Learning Experiences
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  Data: <searchLink fieldCode="AR" term="%22Amdad+Ahmed+Awsaf%22">Amdad Ahmed Awsaf</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6943-4526">0009-0000-6943-4526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Remy+Dou%22">Remy Dou</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Sunbury%22">Susan Sunbury</searchLink><br /><searchLink fieldCode="AR" term="%22Gerhard+Sonnert%22">Gerhard Sonnert</searchLink><br /><searchLink fieldCode="AR" term="%22Philip+Sadler%22">Philip Sadler</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026Paper presented at the NARST Annual International Conference (Seattle, WA, Apr 2026).
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  Data: 15
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  Data: 2026
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink>
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  Label: Abstract
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  Data: 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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  Data: As Provided
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679433
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      – Text: English
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      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Prior Learning
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      – SubjectFull: Student Experience
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      – SubjectFull: Self Concept
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      – SubjectFull: STEM Education
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      – SubjectFull: Student Interests
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      – SubjectFull: Informal Education
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      – SubjectFull: Performance
        Type: general
      – SubjectFull: Competence
        Type: general
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      – TitleFull: A Structural Equation Model for Youths' STEM Identity Development: Impact of Contextual STEM Learning Experiences
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              M: 04
              Type: published
              Y: 2026
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