Am I a STEM professional? Documenting STEM student professional identity development

Abstract

Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of the relationship between the level of STEM students’ perceptions of their professional identities and their educational experiences, learning preferences, and comfort with faculty interactions. We found a misalignment between students’ perception of themselves as professionals and the expectations for their actions in professional situations. We also found that students engaged in learning activities similar to the activities of STEM professionals communicated higher levels of professional identity development. We provide implications for our research and directions for ongoing investigations.

Keywords:

• professional identity
• self-authorship
• student development
• retention
• engagement

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Our report is based in part upon work supported by the National Science Foundation [grant number 0963659]. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation.