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; Mage = 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.
Get full access to this article
View all access options for this article.
