Exploring Correlations Among STEM Identities and Personal Identities of Undergraduate Students in Idaho Public Post-Secondary Institutions

Inequities in STEM persist, notably in underrepresented groups relating to gender, race, socio-economic status, and disability. The purpose of this study was to explore correlations between STEM identities and personal identities of undergraduate students in STATE_NAME public post-secondary institutions. This study was guided by Gee’s (2001) identity theory and Carlone and Johnson’s (2007) STEM-ID model. These theories emphasized the critical roles that identity, experience, and perception play in student success. The survey was administered statewide in the first half of the Fall 2024 term. Participants from College Two (C2), College Three (C3), College Seven (C7), and College Eight (C8) (n = 579) completed the survey. Quantitative data analysis indicated that, overall, undergraduate students at STATE_NAME postsecondary institutions had slightly positive STEM identities, with areas ranked high to low: performance and competence (M = 3.95, SD = .79), belonging (M = 3.74, SD = 0.95), recognition (M = 3.67, SD = .91), and interest (M = 3.65, SD = 1.07). Data also indicated that there were significant differences in STEM identities for all academic and personal demographics explored. Further research should be conducted to explore these correlations.