Switching Lanes or Exiting? STEM Experiences, Perceptions, and Identity Construction Among College STEM Switchers

Abstract

Using a STEM identity framework and student perceptions of the interdependence of STEM disciplines, we examined the experiences of students who started college as a declared-STEM major and changed majors to either within STEM or outside of STEM. Of particular focus was on where students switched and why they chose those majors. Semi-structured interview data were collected from 23 participants at a 4-year public university. We found student STEM identity to be informed by challenging experiences encountered while taking STEM courses as well as their exploration and development of career goals. STEM identity construction was also associated with their reevaluation of whether their initial STEM majors were the right place for them. In addition, the participants perceived the interdependence of STEM disciplines at different levels, which we considered to be related to their switching majors. An emergent theme was that a students’ career goal or image played a pivotal role for all switchers when connecting their STEM identity narratives with their perceptions of STEM and their choice of switching. The study raises questions regarding how faculty and institutions of higher education can effectively inform and support STEM entrants so that students may stay, change, or exit the STEM lanes.