Perceptions of STEM Barriers in Adolescence

Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

Dados Bibliográficos

ID4448147
AutoresChanning J Mathews (0000-0002-4716-2299, University of Virginia, Charlottesville, USA, autor correspondente), Mengya Zhao (0000-0001-8078-6514, University of Liverpool), Luke Mcguire (0000-0001-8178-7922, University of Exeter, Devon, UK), Adam J Hoffman (0000-0001-5508-3905, Cornell University, Ithaca, NY, USA), Angelina Joy (0000-0002-1574-7911, Purdue University, West Lafayette, IN, USA), Fidelia Law (0000-0002-0997-7649, University of Bristol), Ashley R Deutsch (0000-0002-8535-3280, North Carolina State University, Raleigh, USA), Frances Balkwill (Centre of the Cell, Queen Mary University of London, UK), Frances R Balkwill (0000-0002-5587-9759, Queen Mary University of London), Grace Fields (Riverbanks Zoo and Gardens, Colombia, SC, USA), Laurence Butler (ThinkTank, Birmingham, UK), Karen Burns (0000-0001-5691-634X, Virginia Aquarium, Virginia Beach, USA), Hannah Smith (0000-0001-8979-3315, Florence Nightingale Museum, London, UK), Marc Drews (0000-0002-3532-4780, Edventure, Colombia, SC, USA), Rachel Bashor (Riverbanks Zoo and Gardens, Colombia, SC, USA), Mark Winterbottom (0000-0001-8748-6733, University of Cambridge), Adam Rutland (0000-0002-4512-0976, University of Exeter, Devon, UK), Adam Hartstone‐rose (0000-0001-5307-5573, North Carolina State University), Adam Hartstone-Rose (North Carolina State University, Raleigh, USA), Kelly Lynn Mulvey (0000-0002-1292-9066, North Carolina State University, Raleigh, USA)
Ano2025
Volume58
Fascículo3
Páginas502-532
Data de publicação2025-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoYouth & Society (JOURNAL)
Identificadores do periódicoISSN: 0044-118X • E-ISSN: 1552-8499
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0044118x251370764
OpenAlexW4414769577
IdiomaEN
Referências citadas76

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 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

African american · Identity (music) · Identity formation · Longitudinal study · Perception · Science education · Self-concept · Structural equation modeling · Career Development and Diversity · Diverse Educational Innovations Studies · Education, Achievement, and Giftedness