Identity and Ownership as Predictors of STEM Career Interest

This study examined how students’ sense of identity and ownership in STEM relates to their interest in pursuing STEM careers. Using data from 319 middle and high school students, we tested whether students who felt a stronger personal connection to STEM concepts showed higher levels of career interest. Multilevel modeling was employed to account for students nested within classrooms. Sense of identity and ownership of STEM in their place consistently predicted STEM career interest, while gender, class subject, and school location showed no meaningful effects in the final full model. The findings suggest that fostering students’ identity and ownership in STEM may play an important role in sustaining long-term interest in STEM pathways.