The relation of STEM identity to STEM stereotypical beliefs

This study aimed to investigate the status of middle school students in four dimensions of identity framework-overall identity, recognition, performance-competence, and interest- and also in three dimensions of stereotypical beliefs framework-feminine, masculine, and socioeconomic status- across four STEM disciplines. Additionally, it aimed to explore how recognition, performance-competence, and interest and stereotypical beliefs -related dimensions predicted the students' overall identity for each STEM disciplines. The study involved 604 students from three schools. Two main data sources were utilized: the STEM Disciplinary Identities scale (STEMDIds) with 68 items and the STEM Disciplinary Stereotypical Beliefs Scale (STEMDSBs) containing 48 items. Descriptive statistics results indicated that the students' status concerning identity and stereotypical beliefs dimensions exhibit different patterns across the four STEM disciplines, with differences observed based on gender and grade level. Results from three-step hierarchical multiple regression analysis further revealed that the variance in STEM disciplinary identities was accounted for by independent variables (gender, grade level, gender and socioeconomic status related stereotypical beliefs, and recognition, performance-competence and interest in the disciplines of STEM) at different levels, and these identities were statistically significantly predicted by these variables to varying extents across four STEM disciplines. This research provides implications for further studies, including investigating relationships between variables using Structural Equation Modeling, conducting cross-cultural comparative studies, and exploring issues pertaining to identity and stereotypical beliefs influenced by the social environment.