Prior research has established a direct belonging–interest pathway among students underrepresented in science, technology, engineering, and mathematics (STEM) fields; however, evidence related to how a sense of belonging in STEM may operate to affect career interest remains limited. Drawing on data from 103 students (female: n = 70; male: n = 33) participating in grant activities at a Hispanic-serving institution, the present study seeks to address this gap by examining a model relating STEM sense of belonging, career interest, and STEM attitudes. Results of multigroup analysis revealed that, whereas female students’ STEM sense of belonging had an indirect impact on their career interest via its correlation with STEM attitudes, the impact of male students’ STEM sense of belonging on their career interest was both direct and indirect. Implications of the findings for educational and counseling practices on supporting women in STEM are discussed, along with future research directions.

先前的研究已经在科学、技术、工程和数学 (STEM) 领域代表性不足的学生之间建立了直接的归属感-兴趣途径；然而，关于 STEM 中的归属感如何影响职业兴趣的证据仍然有限。借鉴 103 名学生的数据（女性：n = 70；男性：n= 33）参与西班牙裔服务机构的赠款活动，本研究试图通过检查与 STEM 归属感、职业兴趣和 STEM 态度相关的模型来解决这一差距。多组分析结果显示，女学生的STEM归属感通过与STEM态度的相关性对其职业兴趣产生间接影响，而男学生的STEM归属感对其职业兴趣的影响既有直接影响，也有间接影响。讨论了研究结果对支持 STEM 女性的教育和咨询实践的影响，以及未来的研究方向。