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Increasing diversity in science, technology, engineering, and math (STEM) and STEM-related degrees and professions is a national priority. Research on students’ pathways in STEM may contribute to our understanding of how to change institutions to achieve diversity; however, until recently, the dominant narrative invoked a “pipeline” metaphor. In this work, we challenge the pipeline metaphor by interrogating what is meant by a “STEM” pathway, measuring constructs not typically measured in STEM pipeline research, endeavoring to make our measures intersectional, and imagining alternative outcomes in addition to “staying in STEM.” We have been following students who completed an out-of-school mentored science research program since 2017. Three hundred fifty-eight participants responded to an alumni survey designed to collect data about their location along their pathway, constructs related to the pursuit of a pathway, and demographic information. Here, we describe the characteristics of this sample and initial findings about the new constructs we measured. By measuring constructs not typically measured in pathways research and designing items and scales using an intersectional approach, we challenge the problematic pipeline metaphor that dominates the STEM persistence literature.