Abstract

This study investigates the development of student identities within an academic setting that aimed to foster a STEM identity among second-year Associates of Science degree students. Employing a survey research approach, the study analyzed data from a total of 33 participants who completed the survey encompassing 24 math identity and 23 science identity items, rated on a 5-point Likert scale. Findings revealed the perceived lack of recognition of students’ math identity from teachers, families, and their social groups, as well as a devalued sense of the value of their culture in supporting their math success. Science identity results showed moderate recognition from peers and teachers and low media representation. Notable gender differences emerged, with males more likely to receive encouragement and feel self-reliant in math, while females were less likely to perceive positive external validation. Additional statistical analyses indicated a moderate to strong association between gender and survey responses. These results highlight the necessity of attending to intersectional identities in constructing educational interventions to ensure inclusive and supportive environments for all students.

Keywords: STEM Identity, Community College, Math and Science Education, Gender disparities, Socio-cultural influences, Gender disparaties

How to Cite:

Moreno, Y., & Moreno, G. A. (2025). Exploring STEM identity formation: Survey research on the student experience in a STEM-focused community college and high school partnership program. Journal of the National Organization for Student Success, 2(1), 40-67. https://doi.org/10.61617/jnoss.42