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A strong, positive science, technology, engineering, and mathematics (STEM) identity is a predictor of future career choice in a STEM field. In this commentary, major concepts are explored within and among four different research studies with implications regarding STEM or science identity. This commentary describes ways in which one can view STEM identity as its own construct-and how different experiences affect positive or negative influences upon the formation and continuation of STEM identity. A summary of external and internal factors is included with discussion of the pertinent points regarding facilitation and development of STEM identity within educational settings.
Lisa Martin‐Hansen (Sat,) studied this question.