Do students become more likely to see themselves as a “math person” or a “language person” across K-12? Evidence from four U.S. longitudinal datasets

Students often see themselves as "math" or "language" persons, yet the developmental course of these identities remains unclear. Using four U.S. longitudinal samples (Ns = 971-5,681; 46-92% White; 50-53% female; ages 6-18), this study classified students each year as math person, language person, both-high, or neither-high based on their importance ratings or ability self-concepts. The both-high group shrank, the language person group increased, and the math person group rose through middle school but plateaued in high school. Girls' shift toward language was steeper than boys'. In two samples with adult follow-ups, high-school math persons entered more math-intensive occupations than language persons. Middle and high school are critical windows for sustaining math identity and widening science, technology, engineering, and mathematics pathways.