From Curiosity to Confidence: How Students Define and Develop STEM Identities

This study explores how undergraduate students define and develop their STEM identities through academic, social, and institutional experiences. Using a narrative inquiry perspective, interviews with senior students at a small liberal arts institution who participated in a multi-year STEM enrichment program designed to support low-income, first-generation, and underrepresented students is where this study draws upon. Grounded in sociocultural narrative theories of identity, the study examines how mentorship and institutional resources influence students’ sense of belonging, competence, and recognition as “STEM people.” A thematic analysis revealed four key theses: pathways to major selection, evolving definitions of a STEM identity, the impact of support systems and advice for future students. Findings highlight that identity formation is a dynamic process shaped by participation, recognition, and access to relational and material resources. The aim of this study is to highlight student voices that can offer institutions insights of students’ perceptions, so they can develop practical pathways to foster persistence and belonging among underrepresented students in STEM.