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An investigation of university students and professionals’ professional STEM identity status

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Show simple item record Kelly, Regina McGarr, Oliver Leahy, Keelin Goos, Merrilyn 2020-06-30T09:56:56Z 2020
dc.description peer-reviewed en_US
dc.description.abstract Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study seeks to understand the Professional STEM Identity status of STEM undergraduate students and STEM professionals. This study utilizes a cross-sectional research design to compare participant scores in the categories of affirmation, in-depth exploration, practices, commitment, and reconsideration of commitment in the Professional Identity Status Questionnaire (PISQ-5d). Cluster analysis was performed on the scores to indicate five Professional STEM Identity statuses: achievement status, foreclosure status, moratorium status, searching moratorium status, and diffused status. We initially envisaged that those in STEM careers would have more established STEM identities reflected in higher numbers in an achievement status category; however, this was not the case. These findings raise questions about the dominant approaches used in career guidance for STEM. We conclude that a more fluid and less fixed understanding of Professional STEM Identity may better guide research in the area of STEM and inform institutions that encourage strong affinities to particular STEM careers. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries Journal of Science Education and Technology;29, pp. 536–546
dc.rights The original publication is available at en_US
dc.subject STEM Identity en_US
dc.subject professional identity en_US
dc.subject STEM careers en_US
dc.subject higher education en_US
dc.subject STEM en_US
dc.subject gender en_US
dc.title An investigation of university students and professionals’ professional STEM identity status en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US 2020-06-30T09:47:24Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1007/s10956-020-09834-8
dc.contributor.sponsor Johnson and Johnson en_US 2021-05-14
dc.embargo.terms 2021-05-14 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2956855
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Journal Of Science Education And Technology
dc.description.status peer-reviewed

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