Continued developments in the global workforce have necessitated renewed calls for innovation, exploration, and the development of highly skilled professionals. Given the evolving role of technology in these fields, professionals with a specialization in the areas of Science, Technology, Engineering, and Mathematics (STEM) are in particularly high demand. Despite these calls, there remain sizable gaps in achievement and interest in STEM fields which become particularly pronounced within historically underrepresented groups. Research has identified a number of reasons for these persistent gaps, including inequitable access to resources, quality instruction, and the navigation of cultural barriers.

Research has suggested that one way to better understand the barriers impeding underrepresented groups in STEM is through the lens of identity. Learners are better able to see themselves as long-term contributors to the STEM workforce and experience high quality mentoring relationships following the development of a STEM identity. Conversely, learners who struggle to develop a STEM identity often suffer from low academic achievement and engagement. In instances of high achievement, learners without a stable STEM identity note that they do not feel the impact of their academic contributions despite high test scores. The purpose of this study is to further our understanding of STEM identity construction among underrepresented students and alumni who have participated in a STEM pathway program at their institution. STEM pathway programs are a vital approach to support historically underrepresented groups in STEM fields by offering a range of resources including academic training, research opportunities, professional development, financial assistance, and mentorship.

This paper focuses on a subset of interview data concerning 26 students and alumni from across seven institutions of higher education. Through the usage of Ordered Network Analysis (ONA), this paper compares the identity exploration trajectories of students and alumni participating in these STEM pathway programs through both visual and statistical means.

This research utilized the theoretical framework of Projective Reflection to explain the process of STEM identity development across four constructs:
1) knowledge,
2) interest and valuing,
3) self-organization and self-control, and
4) self-perception and self-definition.

Resultant ONA models provide a novel approach to understanding identity exploration outcomes.

Results from this study highlight comparisons between shifts in both students’ and alumni’s STEM identity exploration. Both ONA results and supplemental qualitative excerpts are utilized to provide a more dynamic examination of learners’ shifts throughout their experience within STEM pathway programs. The findings of this study highlight the need for effective mentorship and peer relationships for undergraduate students. Additionally, the ONA analysis revealed the necessary support graduates (e.g. alumni) may need once making the transition to the professional STEM workforce. The addition of ONA models to the analysis of identity exploration trajectories furthers our understanding of necessary supports within STEM pathway programs and may aid instructors, curriculum designers, and administration in supporting historically underrepresented students’ persistence across STEM disciplines.

Keywords: STEM Education, Identity Exploration, Ordered Network Analysis, Quantitative Ethnography, STEM Pathway Programs.