Developing a positive STEM identity is crucial for motivating students to engage with STEM subjects and pursue related careers. Challenging stereotypes about STEM can enhance student motivation to engage with STEM. Moreover, factors such as prior STEM experiences, STEM-related media engagement, STEM discussions with family and friends, and family support shape a student’s STEM identity. This cross-sectional survey with regression and group comparisons investigated the impact of these factors on three dimensions of STEM identity: interest in STEM, STEM recognition, and STEM self-efficacy. STEM stereotype and identity questionnaires and questions about students’ prior experiences were administered to 268 middle-school students (138 female, 130 males, 123 English as an Additional Language (EAL) from three Australian schools, and responses analysed to explore these influences. STEM interest, recognition and self-efficacy were significantly correlated with engaging with science books and media in primary school for most students. However, there were negative correlations between out-of-school STEM experiences and STEM interest and recognition for non-EAL female students. Trait-based stereotypes had a negative effect on female students’ STEM self-efficacy, while gender stereotypes favouring males had a positive effect on males’ STEM interest. This study contributes to the STEM literature by extending the STEM identity model of Dou and Cian (2022) to include experiential factors. The findings suggest the importance of providing engaging books and media about STEM and designing STEM experiences that address diverse student interests without reinforcing stereotypical beliefs about traits required for success in STEM to develop greater STEM interest, self-efficacy, and recognition among students.
Felicity McLure (2026) studied this question.