Identifying differences in STEM self-efficacy, sense of belonging, and STEM professional identity statuses among diverse learners
研究了STEM专业身份状态与自我效能感、归属感及人口因素（性别、种族、居住安排、父母教育水平）的关系，发现成就身份状态的学生在自我效能感和归属感上显著高于其他状态，为教育者培养STEM身份提供了启示。
As higher education forums, parents, and students question the return on investment of attending college, it has become imperative to introduce career information, evaluate career fit, and facilitate progression toward graduation and career launch. The development and strengthening of a learner’s STEM identity, STEM self-efficacy, and sense of belonging to the major and the university are each strong predictors of persistence in a STEM major. STEM identity is one’s recognition of self as a STEM person, based on their knowledge, skills, beliefs, and practices that are aligned with professionals within STEM professions. This study explored whether there were differences between the STEM professional identity status and affective factors of STEM self-efficacy and sense of belonging, or demographic factors of the learners’ gender, race, living arrangements, or parents’ education level. Results indicate significant differences in self-efficacy, sense of belonging to the major, and sense of belonging to the university when comparing students with achievement identity status to those of moratorium or diffuse identity statuses. First-generation and non-first-generation college students were equally likely to be classified in the achievement or diffuse STEM identity statuses. There was no significant relationship between STEM identity status and the participants’ living arrangements or ethnicity, although Asian participants were more apt to be classified in the achievement identity status and Black/African American participants were more apt to be classified in the diffuse identity status than their counterparts. Implications for educators are suggested to nurture STEM self-efficacy, enhance the sense of belonging, and strengthen identification with STEM professions.