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Research suggests autobiographical memory plays an important role in shaping identity and directing future behavior. This mixed-methods exploratory study examined the narrative qualities of autobiographical memories related to students’ interest in careers in STEM (Science, Technology, Engineering, and Math) fields and their associations with scores on measures of science identity, imposter phenomenon, and academic achievement (i.e., grades in STEM courses and number of STEM courses taken) among 105 participants of a U.S. National Science Foundation-funded academic support program for low-income STEM students. The inductive categorization of participants’ narratives revealed ten distinct thematic domains: family and peer influences, transformative STEM experiences, career shifts, personal growth, overcoming adversity, role models, early interest, supportive mentorship, diversity and representation, and recognition of aptitude. These narratives were further examined for vocational needs and values based on the Theory of Work Adjustment. Intrinsic motivation, achievement, and status were the most prevalent vocational values identified, followed by altruism, autonomy, comfort, and safety. Finally, we applied the Narrative Identity Framework to assess each narrative in terms of motivational and affective themes (i.e., agency, communion, affective tone), autobiographical reasoning (i.e., meaning-making), and structural aspects (i.e., specificity, context, chronology). Higher narrative specificity was prospectively associated with a greater number of STEM courses completed. Science identity was positively associated with narrative context, theme, and meaning-making. The current study underscores the potential relevance of personal storytelling to academic adjustment and lays the groundwork for future research to elucidate the mechanisms linking personal narratives to STEM engagement, persistence, and achievement. 

This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics ( M_age= 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.