STEM Identity in Research and Practice: Insights from Gifted Students

<p dir="ltr">STEM identity, defined as one’s self-perception as a “STEM person,” is a key construct in understanding student engagement and persistence in STEM fields. Although research in this area has grown rapidly in recent years, limited attention has been given to gifted students, particularly those from underrepresented populations. This three-paper dissertation addresses this gap by examining the development of STEM identity, along with its influencing factors and outcomes, among gifted students. The first study, a bibliometric analysis, mapped the STEM identity research landscape, highlighted thematic trends, and identified underexplored areas (e.g., gifted and twice-exceptional students). Informed by this study, the second study examined the STEM identity development of gifted middle school students from underrepresented populations. While STEM enrichment and gifted and talented programs fostered students’ interest, recognition, performance and competence in STEM, social and contextual factors, such as limited access to STEM opportunities in rural areas, emerged as important barriers. Last, the third study investigated how STEM identity influences STEM career intentions among first-year college students, comparing gifted and non-identified groups. Recognition was the strongest predictor of both STEM identity and STEM career intentions; however, no significant differences were found between the two groups. Overall, this dissertation highlights that gifted students are not immune to the systemic barriers, social-emotional challenges, and identity negotiations that shape STEM participation and aspirations. These findings underscore the need for early, equitable, and sustained support to nurture STEM talent and identity.</p>