STEM Identity and Career Intentions: A Comparison of Gifted and Non-Identified First-Year College Students

This quantitative cross-sectional study examined the relationships among science, technology, engineering, and mathematics (STEM) career intentions, STEM identity, and STEM identity components (i.e., STEM interest, performance/competence, and recognition) in a sample of 488 first-year college students. Using multigroup structural equation modeling, we tested whether the structural relationships among variables differed between students who had been formally identified as gifted during K–12 and those who had not. In the full sample, we found that STEM identity was a strong predictor of STEM career intentions. Performance/competence showed a significant positive indirect effect on STEM identity and career intentions through STEM recognition and interest. Recognition, or being seen as a STEM person by teachers, peers, or family, was the strongest predictor of STEM identity. No statistically significant differences were found between the gifted and non-identified groups. These findings highlight the importance of creating inclusive, identity-affirming STEM environments and providing early STEM talent development opportunities for all students.