Why Chemistry? Undergraduate Chemistry Student Perceptions of the Chemistry Discipline in Relation to Science Identity Development

Abstract The demand for skilled chemists continues to rise, yet undergraduate participation and degree completion in chemistry remain low. Notably, only half of 2021 chemistry graduates secured science-related employment, with over a quarter unemployed─highlighting a possible disconnect between student expectations and the realities of the scientific job market. While existing literature often centers on faculty perspectives and academia, few studies explore how undergraduate chemistry students perceive and prepare for careers, particularly in scientific industry occupations. This study employs narrative inquiry to examine how chemistry and biochemistry majors at a Midwestern R2 institution develop feelings of career optimism via chemistry identity development through academic experiences. A synthesized theoretical framework, drawing from Gee’s identity theory, Brickhouse et al.’s work on science identity, and Hosbein and Barbera’s chemistry identity model, guides the analysis of how students’ experiences shape their perceptions of viable science careers. Data were collected through semistructured interviews and surveys on career perceptions and experiences in chemistry. From these, detailed narratives were constructed, revealing how unique personal experiences influence career aspirations via identity development. Findings suggest that, while students express strong optimism about securing science-related jobs, this is often based on the belief that scientific disciplines are broadly interconnected and transferable, which may obscure the specialized nature of many science careers. Increased exposure to real-world applications and career pathways during undergraduate education may help align student expectations with postgraduate realities. Future work surrounding facilitated science career exposure with more diverse groups of undergraduate chemistry majors is recommended.