Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is known about STEM role model characteristics most likely to promote identification. This study focused on adolescents’ preferences and identification with diverse STEM role models featured in online videos. Findings from a quantitative analysis of adolescents from a suburban community in the Midwest of the USA showed that same-sex and same-race STEM role models did not affect preference. Post hoc analysis indicated that students rated STEM role models who were established or early in their careers and fictitious STEM role model characters higher than portrayals of famous STEM professionals. Students rated role models who were female, non-white higher than female, white and male, non-white, but students did not rate them differently than male, white characters. Students rated female, white characters equivalently to male, non-white characters but lower than male, white characters. Lastly, male, white characters were rated higher than male, non-white characters. Findings from the qualitative analysis of adolescents’ written reflections found identification with STEM role models who challenged gender and racial/ethnic STEM stereotypes, pursued interesting hobbies, and worked in STEM fields perceived as interesting. Implications for educators and media practitioners are discussed.

榜样对于扩大对科学，技术，工程和数学（STEM）的参与至关重要。但是，关于STEM角色模型特征的信息最鲜为人知。这项研究着重于青少年的偏爱和认同，并通过在线视频中介绍的各种STEM角色榜样进行识别。通过对美国中西部郊区社区青少年的定量分析发现，同性和同种族的STEM榜样不会影响偏好。事后分析表明，学生对职业生涯中已建立或较早建立的STEM角色榜样和虚拟的STEM角色榜样人物的评价都高于著名STEM专业人员的描述。学生对榜样的评价是：女性，非白人高于女性，白人和男性，非白人，但是学生对他们的评价与男性白人字符没有什么不同。学生对女性白色字符的评价与男性非白色字符相等，但低于男性白色字符。最后，男性白人字符的得分高于男性非白人字符。通过对青少年书面思考的定性分析发现，他们发现了STEM榜样，这些榜样挑战性别和种族/族裔的STEM刻板印象，追求有趣的爱好，并在被认为有趣的STEM领域工作。讨论了对教育者和媒体从业者的影响。通过对青少年书面思考的定性分析发现，他们发现了STEM榜样，这些榜样挑战性别和种族/族裔的STEM刻板印象，追求有趣的爱好，并在被认为有趣的STEM领域工作。讨论了对教育者和媒体从业者的影响。通过对青少年书面思考的定性分析发现，他们发现了STEM榜样，这些榜样向性别和种族/族裔STEM刻板印象发起挑战，追求有趣的爱好，并在被认为有趣的STEM领域工作。讨论了对教育者和媒体从业者的影响。