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In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without disabilities (M_age = 15.09, SD = .82) recruited from public high schools in Southeastern United States. Differences in their interest in enrolling in advanced STEM courses and having a STEM career were evaluated. Although students with disabilities report lower interest in enrolling in advanced STEM courses they have the same interest in STEM careers as students without disabilities. Moreover, students with disabilities report higher rates of discrimination and more educational barriers than students without disabilities. Schools should focus on providing specific support to students with disabilities to ensure that their educational experiences are equitable. 

Abstract Most research programs recruit students with high grades, previous lab experience, and strong supervisor recommendations. However, these requirements can bar students from historically marginalized backgrounds from gaining these kinds of valuable experiences, thus contributing to the well documented limited diversity in science, technology, engineering, and mathematics (STEM). To address this issue, we recruited three cohorts of undergraduate students from institutions with few research resources, regardless of academic success and previous research experience, to participate in an intensive, international research program. Therefore, participants in this study (N = 18,M_age = 21.11) are predominantly from backgrounds considered to be underrepresented in STEM based on their self‐described gender identity (66.7% female, 5.6% non‐binary/not sure), race/ethnicity (16.7% Black, 22.2% Latina/o/e/x, 22.2% Multiracial), ability (33% disabled or neurodivergent), and/or socioeconomic status (44.5% lower‐ or middle‐class). Survey data were collected before and after students participated in the international program to explore changes in their science identity, research self‐efficacy, and STEM career interests. Even with a small sample, the program significantly impacted the overall sample. Participants demonstrated enhanced science identity. Furthermore, the program influenced students' STEM career interests. Although some students leaned away from research trajectories after participating in the research program, most increased research interests. These results affirm that a program designed to give research experience to historically marginalized students can benefit their science identity and career trajectories. The implications of such programming could broaden participation in our academic field. 

ABSTRACT During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from public schools in the Southeastern United States (M_age= 15.14, 48.4% White and 43.6% female), 4 distinct classes of adolescents were identified: low STEM, supported with barriers (38.2%), high STEM with barriers (26%), high STEM without barriers (21.6%), and low STEM with high barriers (14.2%). The likelihood of membership in the high STEM without barriers class was higher for participants who reported greater STEM class belonging, growth mindset, and engagement. Efforts to promote continued STEM trajectories may focus on belonging, mindsets, and fostering STEM engagement. 

Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one’s abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents’ (N= 285, 56.1% female,M_age= 15.76 years,SD= 1.24) STEM ability perceptions, basic needs satisfaction, and intrinsic motivation. A path analysis was used to examine the association between STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents. Inclusive perceptions of the STEM abilities of historically underrepresented groups (i.e., girls and minoritized ethnicities) were positively associated with basic needs satisfaction and basic needs satisfaction was positively associated with intrinsic motivation. There was also a positive indirect effect from inclusive perceptions of STEM abilities to intrinsic motivation through basic needs satisfaction. These findings suggest that schools should focus on promoting inclusive perceptions in order to bolster adolescents’ basic needs satisfaction, which could have carry-on effects on intrinsic motivation. 

Abstract This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi‐racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM. 

Abstract Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included  ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation.