An Investigation of University Students and Professionals’ Professional STEM Identity Status

• Published in: Journal of science education and technology Vol. 29; no. 4; pp. 536 - 546
• Main Authors: Kelly, Regina, Garr, Oliver Mc, Leahy, Keelin, Goos, Merrilyn
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.08.2020; Springer; Springer Nature B.V
• Subjects: Career development; Career Guidance; Careers; Cluster analysis; College Students; Education; Educational Technology; Foreclosure; Investigations; Multivariate Analysis; Professional Identity; Professionals; Research design; Science Careers; Science Education; Scientists; Social aspects; STEM Education; STEM professions; Students; Surveys; Technical education; Undergraduate Students; Undergraduate study; Vocational guidance; STEM careers; STEM identity; Gender; Higher education; Professional identity; STEM
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-020-09834-8

Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study seeks to understand the Professional STEM Identity status of STEM undergraduate students and STEM professionals. This study utilizes a cross-sectional research design to compare participant scores in the categories of affirmation, in-depth exploration, practices, commitment, and reconsideration of commitment in the Professional Identity Status Questionnaire (PISQ-5d). Cluster analysis was performed on the scores to indicate five Professional STEM Identity statuses: achievement status, foreclosure status, moratorium status, searching moratorium status, and diffused status. We initially envisaged that those in STEM careers would have more established STEM identities reflected in higher numbers in an achievement status category; however, this was not the case. These findings raise questions about the dominant approaches used in career guidance for STEM. We conclude that a more fluid and less fixed understanding of Professional STEM Identity may better guide research in the area of STEM and inform institutions that encourage strong affinities to particular STEM careers.