Date of Degree
2025
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Counseling and Higher Education (CAHE)
Director
Hutchings, Quortne
Committee Members
Mac, Jacqueline; Hu, Xiaodan
Keywords
STEM, minoritized students, science identity, student organizations, inclusion, access, persistence, co-curricular experiences, qualitative study, higher education
Abstract
Despite national efforts to broaden participation in STEM, underrepresented minoritized (URM) students continue to face systemic barriers to persistence and degree completion. While many intervention programs focus on academic preparedness, less is known about the role of co-curricular experiences—specifically professional STEM student organizations—in shaping science identity, a key predictor of persistence and success. This qualitative study explored how involvement in race- and gender-based STEM student organizations at a public research university in the Midwest influenced URM students’ science identity development, persistence in STEM majors, and career aspirations. Using the science identity framework developed in 2007 by Carlone and Johnson, semi-structured interviews with URM students revealed four interconnected themes: (1) science identity is shaped and challenged through both stereotypes and hands-on engagement; (2) early exposure and family support are critical to long-term motivation; (3) STEM organizations create spaces of belonging that reinforce identity and confidence; and (4) participation enhances professional identity through mentorship, skill-building, and access to industry networks. The findings highlight the unique function these student organizations serve—not simply as social clubs but as equity-centered support systems that foster identity, persistence, and preparation for future STEM careers. Implications for student affairs practitioners and higher education leaders include investing in URM STEM organizations, validating diverse expressions of scientific identity, and integrating informal learning experiences into broader student success strategies.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Holtz, Michaela Friedrichova, "SCIENCE IDENTITY DEVELOPMENT AMONG MINORITIZED STUDENTS IN PROFESSIONAL STEM STUDENT ORGANIZATIONS: A BASIC QUALITATIVE STUDY" (2025). Dissertations of Practice. 82.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/82
