Concurrent Phenomenological Analysis of STEM Career Aspirations in Underrepresented Youth: Role of Experiences and Identity

Despite numerous initiatives aimed at enhancing diversity and achieving equity in the STEM workforce, racially and ethnically minoritized individuals remain underrepresented in STEM disciplines and the STEM workforce.

While many factors influence STEM identity (i.e., seeing oneself as a STEM person), it strongly correlates with individuals' future STEM career choices.

This phenomenological qualitative study explores the impact of formal or informal STEM-related recognition that influences minority youths' aspirations to pursue a STEM career.

Results indicate that though misrecognition negatively impacts one's motivation to study STEM areas, lack of recognition in formal schooling contexts was sometimes mitigated by recognition and support from family.

The study suggests providing targeted interventions to facilitate underrepresented youths' achievements in STEM to foster a strong STEM identity and STEM career aspirations.