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Identifying differences in STEM self-efficacy, sense of belonging, and STEM professional identity statuses among diverse learners.

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Title: Identifying differences in STEM self-efficacy, sense of belonging, and STEM professional identity statuses among diverse learners.
Authors: Head, Michelle (AUTHOR), Wilson, Sarah Beth (AUTHOR)
Source: Studies in Higher Education. Jun2026, Vol. 51 Issue 6, p1255-1272. 18p.
Subjects: Self-efficacy, Identity (Psychology), Minority students, Career development, STEM occupations, Social belonging, Higher education, Sociodemographic factors
Abstract: As higher education forums, parents, and students question the return on investment of attending college, it has become imperative to introduce career information, evaluate career fit, and facilitate progression toward graduation and career launch. The development and strengthening of a learner's STEM identity, STEM self-efficacy, and sense of belonging to the major and the university are each strong predictors of persistence in a STEM major. STEM identity is one's recognition of self as a STEM person, based on their knowledge, skills, beliefs, and practices that are aligned with professionals within STEM professions. This study explored whether there were differences between the STEM professional identity status and affective factors of STEM self-efficacy and sense of belonging, or demographic factors of the learners' gender, race, living arrangements, or parents' education level. Results indicate significant differences in self-efficacy, sense of belonging to the major, and sense of belonging to the university when comparing students with achievement identity status to those of moratorium or diffuse identity statuses. First-generation and non-first-generation college students were equally likely to be classified in the achievement or diffuse STEM identity statuses. There was no significant relationship between STEM identity status and the participants' living arrangements or ethnicity, although Asian participants were more apt to be classified in the achievement identity status and Black/African American participants were more apt to be classified in the diffuse identity status than their counterparts. Implications for educators are suggested to nurture STEM self-efficacy, enhance the sense of belonging, and strengthen identification with STEM professions. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: As higher education forums, parents, and students question the return on investment of attending college, it has become imperative to introduce career information, evaluate career fit, and facilitate progression toward graduation and career launch. The development and strengthening of a learner's STEM identity, STEM self-efficacy, and sense of belonging to the major and the university are each strong predictors of persistence in a STEM major. STEM identity is one's recognition of self as a STEM person, based on their knowledge, skills, beliefs, and practices that are aligned with professionals within STEM professions. This study explored whether there were differences between the STEM professional identity status and affective factors of STEM self-efficacy and sense of belonging, or demographic factors of the learners' gender, race, living arrangements, or parents' education level. Results indicate significant differences in self-efficacy, sense of belonging to the major, and sense of belonging to the university when comparing students with achievement identity status to those of moratorium or diffuse identity statuses. First-generation and non-first-generation college students were equally likely to be classified in the achievement or diffuse STEM identity statuses. There was no significant relationship between STEM identity status and the participants' living arrangements or ethnicity, although Asian participants were more apt to be classified in the achievement identity status and Black/African American participants were more apt to be classified in the diffuse identity status than their counterparts. Implications for educators are suggested to nurture STEM self-efficacy, enhance the sense of belonging, and strengthen identification with STEM professions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/03075079.2025.2505927
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        Text: English
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      – SubjectFull: Minority students
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      – SubjectFull: Career development
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      – SubjectFull: STEM occupations
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              Text: Jun2026
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              Y: 2026
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