“It’s a Mixed Bag”: Factors Contributing to STEM Identity Development in Childhood and Adolescence Among Latine STEM Doctoral Students

U.S. researchers have studied the STEM identity development framework to assess retention and persistence among Latine college students. Less is known, however, about what this STEM identity process looks like among Latine k-12 students. In this study, semi-structured interviews were conducted with 25 Latine STEM doctoral students to understand the ways they developed STEM identities in k-12 school and home contexts. Findings demonstrated that parents, extended family members, and teachers were strong contributors to STEM identity development. Second-generation students were more likely to have received sustained support towards developing a STEM identity across both contexts.