It is well known that women are underrepresented in science. technology engineering and mathematics (STEM) and that their interest declines more steeply over the schooling years. As such, this study uses a STEM identity theoretical framework to examine the effects of early STEM experiences, focusing particularly on experiences that may be more formative for female students. Given that early experiences are a form of capital, the study is also guided by nuanced perspectives on STEM capital and STEM identity capital. The data used were drawn from surveys administered to 15,725 college students. Blocked regression models were utilized and the results indicated a significant effect on STEM identity for students who reported encouragement in STEM from elementary school teachers, using STEM toys/kits, watching STEM-related TV programs or movies, playing STEM computer/video games, and observing or studying stars and other astronomical objects. Negative experiences included baking/cooking/kitchen chemistry and writing about STEM. To examine which of these experiences had long-lasting impact in the face of intervening experiences in middle/high school, controls were provided for middle/high school STEM interest. This indicated early experiences that translated to STEM identity capital in the future. Only observing stars became nonsignificant, while the other early experiences likely contributed to STEM identity capital. The findings highlight early experiences that can be formative for STEM identity years later (i.e., STEM identity capital) despite intervening years of changing STEM interest. As such, the results provide both practical and theoretical insight into understanding the development and maintenance of STEM identity.

中文翻译：

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检查早期 STEM 经验作为 STEM 资本和身份资本的一种形式对 STEM 身份的影响：性别研究

众所周知，女性在科学领域的代表性不足。技术工程和数学 (STEM)，并且他们的兴趣在学年期间下降得更快。因此，本研究使用 STEM 身份理论框架来检验早期 STEM 经历的影响，特别关注可能对女学生更具形成性的经历。鉴于早期经历是一种资本形式，本研究还以对 STEM 资本和 STEM 身份资本的细致入微观点为指导。使用的数据来自对 15,725 名大学生的调查。使用分块回归模型，结果表明，对于报告小学教师鼓励 STEM、使用 STEM 玩具/套件、观看 STEM 相关电视节目或电影的学生的 STEM 身份有显着影响，玩 STEM 计算机/视频游戏，观察或研究星星和其他天文物体。负面经验包括烘焙/烹饪/厨房化学和关于 STEM 的写作。为了检查这些经历中哪些对初中/高中的干预经历具有长期影响，提供了对初中/高中 STEM 兴趣的控制。这表明早期的经验在未来转化为 STEM 身份资本。只有观察恒星变得无关紧要，而其他早期经历可能有助于 STEM 身份资本。研究结果突出了早期经验，尽管多年来 STEM 兴趣发生了变化，但这些经验可能会在数年后形成 STEM 身份（即 STEM 身份资本）。像这样，