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ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1449528
Pathways to STEM Identity: High School Students' Perceptions in Qatar
Provisionally accepted- Qatar University, Doha, Qatar
This study delves into the intricate relationship between various constructs of student identity formation which helps comprehend their subsequent impact on students' interest and persistence in STEM (Science, Technology, Engineering, and Mathematics) fields. Utilizing a survey-based quantitative approach, this research encompasses data from 1,428 high school students. The principal findings underscore that students' identities in specific disciplines-Mathematics identity (β = 0.55, p < 0.001), Science identity (β = 0.12, p < 0.001), and IT identity (β = 0.36, p < 0.001)-positively influence their overall STEM identity. This implies that an individual's disciplinary identities significantly influence the formation of their holistic STEM identity, with identity in Mathematics exhibiting the most substantial positive relationship. Moreover, the constructs associated with each disciplinary identity, particularly "recognition" and "sense of belonging," demonstrated the strongest correlations within STEM subjects. These insights are pivotal for policymakers and educators aiming to cultivate a robust STEM identity among the younger generation. By fostering recognition and a sense of belonging within STEM subjects, these findings pave the way for more inclusive and effective strategies in STEM education.
Keywords: STEM identity, Interest, recognition, sense of belonging, performance
Received: 15 Jun 2024; Accepted: 31 Mar 2025.
Copyright: © 2025 Sellami, Santhosh and Michaleczek. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Abdel Latif Sellami, Qatar University, Doha, Qatar
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