Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to STEM at time 3. Surprisingly, science interest, gender-STEM identity, and racial-ethnic STEM identity were not associated with perceptions of STEM barriers. Results underscore the foundational role of math interest and STEM identity and in support of adolescents’ persistence in STEM pursuits.
Authors
- Luke McGuire (ORCID: https://orcid.org/0000-0002-6094-8819)
- Mark Winterbottom (ORCID: https://orcid.org/0000-0001-8748-6733)
- Fidelia Law (ORCID: https://orcid.org/0000-0002-0997-7649)
- Mengya Zhao (ORCID: https://orcid.org/0000-0001-8078-6514)
- Adam Hartstone‐Rose (ORCID: https://orcid.org/0000-0001-5307-5573)
- Kelly Lynn Mulvey (ORCID: https://orcid.org/0000-0002-1292-9066)
- Laurence Butler
- Karen Burns
- Adam J. Hoffman (ORCID: https://orcid.org/0000-0001-5508-3905)
- Adam Rutland (ORCID: https://orcid.org/0000-0002-4512-0976)
- Angelina Joy (ORCID: https://orcid.org/0000-0002-1574-7911)
- Ashley R. Deutsch (ORCID: https://orcid.org/0000-0002-8535-3280)
- Channing J. Mathews (ORCID: https://orcid.org/0000-0002-4716-2299)
- Marc Drews
- Frances R. Balkwill (ORCID: https://orcid.org/0000-0002-5587-9759)
- Grace Fields
- Hannah Smith
- Rachel Bashor
Institutions
- North Carolina State University (US)
- University of Liverpool (GB)
- Queen Mary University of London (GB)
- Cornell University (US)
- Purdue University West Lafayette (US)
- University of Exeter (GB)
- University of Cambridge (GB)
- Riverbanks Zoo and Garden (US)
- Florence Nightingale Foundation (GB)
- University of Bristol (GB)
- Virginia Aquarium & Marine Science Center (US)
- Florence Nightingale Museum (GB)
- University of Virginia (US)
Publication Details
- Journal
- Youth & Society
- Published
- 2025-10-01
- DOI
- https://doi.org/10.1177/0044118x251370764
- Primary Topic
- Career Development and Diversity
- Type
- article
- Field-Weighted Citation Impact
- 0.00