Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

Channing J. Mathews; Mengya Zhao; Luke McGuire; Adam J. Hoffman; Angelina Joy; Fidelia Law; Ashley R. Deutsch; Frances R. Balkwill; Grace Fields; Laurence Butler; Karen Burns; Hannah Smith; Marc Drews; Rachel Bashor; Mark Winterbottom; Adam Rutland; Adam Hartstone‐Rose; Kelly Lynn Mulvey

doi:10.1177/0044118x251370764

Key Points

Higher math interest leads to a stronger STEM identity, which is crucial for overcoming barriers to STEM in adolescents.
Structural equation models demonstrated that increased STEM identity correlates with reduced perceptions of barriers to STEM.
Math interest emerged as a key factor influencing STEM identity, while science interest did not significantly affect perceptions of barriers.
The study involved 280 adolescents from the US and UK, highlighting the importance of fostering math interest for STEM persistence.

Ask about this paper

Answers are grounded in this paper and cite their sources.

Implication

Longitudinal study explored math interest and STEM identity impacts on perceptions of STEM barriers in adolescents, indicating a need for targeted support.

Abstract

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.

Discussion

No takes yet. Share an insight, caveat, or question.

Cite This Study

Mathews et al. (2025) studied this question.

synapsesocial.com/papers/68e03501f0e39f13e7fa392d https://doi.org/10.1177/0044118x251370764

View Full Paper

Ask AI

Bookmark

Share

Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

Keep reading

Keep reading