An elusive construct

Anneke Steegh, Lars Höft & Julian M. Etzel

Why do young people choose a career in the natural sciences? This question is now more important than ever given the increasing demand for scientific professionals and the growing role of technology, which requires an elaborate understanding of the natural sciences in more and more professional fields. Self-image in the natural sciences and professional interests are particularly influential in the transition from school to the world of work: they significantly influence professional orientation and long-term career paths. The IPN's SIVICA research project is investigating these relationships. The aim is to investigate the identity profiles of young people and to better understand which factors are associated with the development of a science identity and the extent to which these shape career choices. Identity and professional aspirations are seen as a reciprocal process that is influenced both individually and by social and cultural factors.

The construct of science identity has been researched more intensely in recent years, as it has shown to be a key predictor of long-term engagement in the natural sciences. Research suggests that a strong identity in science increases the likelihood of pursuing a career in science. The development of such an identity is influenced by various factors, including gender, family support and school support. Alongside individual skills and interests, a sense of belonging also plays a decisive role in the development of a science identity. According to social identity theories, the sense of belonging to a particular social group or community is an essential component of self-image. In the context of the natural sciences, it can thus be deduced that young people who feel part of the scientific community develop a stronger science identity. The environment has a significant influence on this sense of belonging. Support from parents, teachers and peers is an important factor fostering the development of a science identity. If young people are perceived by their social environment as scientific people and are encouraged to become involved in this field, this strengthens their sense of identity with the natural sciences.

Vocational interests and their role in career planning

In addition to science identity, vocational interests play a central role in career decisions. A person's vocational interests include their likes and dislikes of certain activities and occupational fields. These interests are considered as one of the strongest predictors of career choice and have a significant influence on career satisfaction and success as well as career stability.

Although the link between vocational interests and identity is strong at a conceptual level, little empirical research has been conducted to date. It is assumed that people with a strong science identity are more likely to develop an interest in scientific professions and accordingly also pursue careers in these areas.

Identity in science and gender

A key challenge in the context of fostering science identities is the clear gender gap. Numerous studies indicate women are underrepresented in many scientific disciplines. Gender differences can be partly explained by different interests formed in early childhood. Girls are less likely to develop a strong science identity compared to boys, which in many cases is due to a lack of recognition and less support in this field.

Despite the existence of such barriers, evidence suggests that a strong identity in science can overcome gender-stereotypical interests. Empirical evidence suggests that girls who develop a strong science identity are more likely to choose science-related careers, even if their career interests are not traditionally science-oriented. This underlines the importance of a positive science identity in breaking existing gender stereotypes and attracting more women into science careers.

The influence of family support

Family support regarding science plays a crucial role in the development of a science identity. Parents and family members who show an interest in science subjects and encourage their children to explore these topics can have a positive influence on their self-perception and expectations of competence. Children who grow up in an environment that recognizes and encourages their scientific abilities are more likely to develop a stronger connection to scientific disciplines. This support can be seen not only in explicit encouragement, but also in the provision of learning resources and the creation of opportunities to foster scientific curiosity. It is particularly important that this encouragement is not based on traditional gender roles. This is the only way to ensure that girls and non-binary children and youths receive the same range of scientific experiences as boys. This is an essential prerequisite for minimizing gender-specific differences in the perception of scientific professions.

SIVICA study: Composition of scientific identity profiles

The SIVICA study aimed to describe the science identity of youths in Germany and to uncover connections to stable personal characteristics as well as social and cultural factors in the environment. The study focused on the question of the extent to which “comparable” latent groups of science identity profiles can be identified for school children and students and whether it is therefore possible to generalize the findings. The plausibility and significance of the findings were examined by investigating the extent to which the latent groups are related to gender, ethnic origin, family and school support and expectations of success in a scientific career. In addition, the degree to which career aspirations are influenced by the latent groups was analyzed.

To answer these questions, a quantitative study was conducted with a representative sample of 1,163 youth aged 16 to 21 in Germany. The data was collected by means of an online survey which, in addition to socio-demographic data, included various instruments for measuring science identity, satisfaction and career aspirations. Various identity profiles were created using a latent profile analysis to map the differences in the scientific identities of the youths.

Science identity profiles

The results of the latent profile analyses showed that the data of both the school children included in the sample and the students can best be described by a solution with three latent groups each. Within these groups, the youths exhibit comparable profiles, while at the same time the three latent groups differ significantly from one another in terms of identification with the natural sciences. It should be noted that the same three latent groups emerged for both the examined school students and the examined university students, as both were similar in terms of their composition, average values, dispersion and distribution.

Relationship between science identity, gender, support and career aspirations

Surprisingly, there were fewer significant gender differences in the science identity profiles than originally expected. Significantly more women were only represented in the “underestimated” group compared to the “realists” group; no significant differences were found in other group comparisons.

Support from the environment, however, played a critical role. Young people who experienced family support in the natural sciences tended to identify more strongly with these subjects. There was a clear difference in support between the various profiles: young people from the “uncertain” group experienced less family support for science than those from the “realists” group. Meanwhile, “The underestimated” experienced more support from their environment than “The uncertain”.

Compared to the other two groups, “The realists” were more likely to have chosen a scientific profile in upper secondary school or to be enrolled in a scientific degree program. This result can be attributed to the strong scientific identity of the young people from this profile, who are also able to realistically assess their abilities, interests and recognition in comparison to others. This realistic self-assessment and the strong sense of belonging to the natural sciences are evidently linked to a long-term commitment to this field and the pursuit of career prospects.

Conclusion

The results of the study illustrate the extent to which certain combinations of a sense of competence, recognition and support can contribute to a stable scientific self-image. For example, the strong scientific identity of the young people from the “realists” profile, coupled with a realistic self-assessment and sufficient recognition and family support, means that they are more likely to take concrete steps towards a career in the natural sciences with a strong self-image. Young people from the “uncertain” group, meanwhile, have a comparatively weak science identity and a low sense of competence. This may have to do with a low level of family support and thus possibly weakens their career aspirations in the natural sciences. The “underestimated” group, on the other hand, includes young people with a high sense of competence, but who experience little recognition, which leads to a lack of satisfaction in scientific contexts and thus to an equally weaker science identification. Compared to the “realists” group, they also have a lower tendency to pursue careers in the natural sciences. The observed effects of the discrepancy between competence and social recognition indicate that ability alone is not enough to foster a strong identification with science - the perception of being a “science person” is just as crucial. It is also particularly striking that significantly more women are represented in the “underestimated” group than in the “realists” group, which indicates that women with an above-average sense of competence tend to be represented in groups in which recognition and a sense of belonging are less present. These results underline the particular importance of fostering recognition and a strong sense of belonging for women in science in order to strengthen their science identity and develop long-term career prospects.

Overall, the study highlights how essential creating supportive structures is to help all young people strengthen their identity in science and realize their career aspirations. In the long term, this could help to promote diversity and inclusion in scientific professions.

About the authors:

Dr. Anneke Steegh is a postdoctoral researcher at the IPN in the Department of Chemistry Education. She conducts research on STEM identity and marginalized learners in STEM education. steegh@leibniz-ipn.de

Dr. Lars Höft is a postdoctoral researcher at the IPN in the Department of Chemistry Education. His research focuses on the effects of digital environments on learning processes and emotions. hoeft@leibniz-ipn.de

Prof. Dr. Julian M. Etzel was a research associate at the IPN until August 2024 and is now Professor of Psychological Diagnostics, Differential Psychology and Psychological Methods at the Charlotte Fresenius University of Applied Sciences in Hamburg. He conducts research on occupational interests, person-environment fit and circumplex models. julian.etzel@charlotte-fresenius-uni.de