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Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

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Title: Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites
Language: English
Authors: Channing J. Mathews (ORCID 0000-0002-4716-2299), Mengya Zhao (ORCID 0000-0001-8078-6514), Luke McGuire, Adam J. Hoffman (ORCID 0000-0001-5508-3905), Angelina Joy, Fidelia Law, Ashley R. Deutsch, Frances Balkwill, Grace Fields, Laurence Butler, Karen Burns, Hannah Smith, Marc Drews, Rachel Bashor, Mark Winterbottom (ORCID 0000-0001-8748-6733), Adam Rutland, Adam Hartstone-Rose, Kelly Lynn Mulvey (ORCID 0000-0002-1292-9066)
Source: Youth & Society. 2026 58(3):502-532.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1831593
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, STEM Careers, Barriers, Adolescents, Self Concept, Student Interests, Gender Differences, Racial Differences, Ethnicity, Academic Persistence, Informal Education, Foreign Countries, Museums, Recreational Facilities
Geographic Terms: United States, United Kingdom
DOI: 10.1177/0044118X251370764
ISSN: 0044-118X
1552-8499
Abstract: This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M[subscript age] = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to STEM at time 3. Surprisingly, science interest, gender-STEM identity, and racial-ethnic STEM identity were not associated with perceptions of STEM barriers. Results underscore the foundational role of math interest and STEM identity and in support of adolescents' persistence in STEM pursuits.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500810
Database: ERIC
FullText Text:
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  Data: Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites
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  Data: <searchLink fieldCode="AR" term="%22Channing+J%2E+Mathews%22">Channing J. Mathews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4716-2299">0000-0002-4716-2299</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mengya+Zhao%22">Mengya Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8078-6514">0000-0001-8078-6514</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luke+McGuire%22">Luke McGuire</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+J%2E+Hoffman%22">Adam J. Hoffman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5508-3905">0000-0001-5508-3905</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angelina+Joy%22">Angelina Joy</searchLink><br /><searchLink fieldCode="AR" term="%22Fidelia+Law%22">Fidelia Law</searchLink><br /><searchLink fieldCode="AR" term="%22Ashley+R%2E+Deutsch%22">Ashley R. Deutsch</searchLink><br /><searchLink fieldCode="AR" term="%22Frances+Balkwill%22">Frances Balkwill</searchLink><br /><searchLink fieldCode="AR" term="%22Grace+Fields%22">Grace Fields</searchLink><br /><searchLink fieldCode="AR" term="%22Laurence+Butler%22">Laurence Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Burns%22">Karen Burns</searchLink><br /><searchLink fieldCode="AR" term="%22Hannah+Smith%22">Hannah Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Marc+Drews%22">Marc Drews</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+Bashor%22">Rachel Bashor</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Winterbottom%22">Mark Winterbottom</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8748-6733">0000-0001-8748-6733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+Rutland%22">Adam Rutland</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Hartstone-Rose%22">Adam Hartstone-Rose</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly+Lynn+Mulvey%22">Kelly Lynn Mulvey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1292-9066">0000-0002-1292-9066</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Youth+%26+Society%22"><i>Youth & Society</i></searchLink>. 2026 58(3):502-532.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 31
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  Data: 2026
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Careers%22">STEM Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Facilities%22">Recreational Facilities</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1177/0044118X251370764
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  Data: 0044-118X<br />1552-8499
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  Data: This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M[subscript age] = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to STEM at time 3. Surprisingly, science interest, gender-STEM identity, and racial-ethnic STEM identity were not associated with perceptions of STEM barriers. Results underscore the foundational role of math interest and STEM identity and in support of adolescents' persistence in STEM pursuits.
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  Data: 2026
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  Data: EJ1500810
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        Value: 10.1177/0044118X251370764
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      – Text: English
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      – SubjectFull: STEM Education
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      – SubjectFull: Barriers
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