STEM identity of undergraduate students: Future professionals' self-perception

Macayla Barnett, Cameron Bechard, Tamara Legron-Rodriguez, Nicole Lapeyrouse

University of Central Florida

It is recognized that STEM (science, technology, engineering, and math) degrees have significant attrition rates. More than ten years ago, the Presidential Council on Advisors and Technology stressed the need to increase the number of STEM degrees completed, and the problem still persists. Leading studies have demonstrated that students who can imagine a positive and constructive interaction with their future professions are more likely to complete their STEM degree. This study aims to better understand the feelings and self-perceptions of undergraduate STEM majors with reference to their future careers. Students in chemistry courses completed a mixed methods survey at the start and end of the semester and were invited to an online interview to elaborate on their answers. The students who chose to participate in the interview are the subjects of this presentation. Preliminary results indicate that confidence and excitement are the most common responses regarding students' attitudes toward their academic and future professional careers. However, many students mentioned having trouble with difficult coursework or individual matters to the point where they were looking into less demanding disciplines. The results of this study could be used to guide educators and administrators about the resources that STEM undergraduates need to maintain their interests and self-belief in their ability to succeed as professionals in their disciplines.