Recent research emerging from the University of California, Riverside, unveiled new insights into how Black and Latino youth develop aspirations toward careers in science, technology, engineering, and mathematics (STEM). Led by psychology associate professor Aerika Brittian Loyd and doctoral candidate Tate LeBlanc, this study breaks ground by exploring the nuanced interplay between ethnic-racial identity, career outcome expectations, and STEM aspirations among adolescents. The findings offer a deeper understanding of how cultural identity and personal confidence converge to shape the career trajectories of young people of color, a vital demographic often underrepresented in STEM fields.
At the core of the study is the recognition that ethnic-racial identity does not merely exist as a cultural marker but acts as a powerful mechanism influencing how youth perceive and imagine their futures. The research draws upon an extensive survey dataset stemming from a National Science Foundation-funded project, which included 764 students aged 11 to 17. These students were surveyed about their STEM aspirations, their expectations of potential success in career exploration, and their perception of how society views their ethnic-racial group. This multifaceted approach enables an unprecedented exploration of the relationships between identity, social perception, and ambition in the context of STEM.
One of the most striking revelations from this research is the direct correlation between youths’ expectations of career success and their interest in STEM disciplines. Middle and high school students who voiced higher confidence in their ability to explore diverse career paths demonstrated a stronger inclination toward science and technology-related futures. However, this relationship was not isolated; it was further mediated by students’ beliefs about how positively their racial or ethnic group is regarded in broader society. This indicates that societal perceptions play a critical role in validating a student’s own aspirations and sense of belonging in STEM fields.
Tate LeBlanc, who spearheaded the study, emphasized the scarcity of prior research focusing specifically on early adolescents of color in this domain. The investigation uniquely integrates questions of ethnic identity with career outcome expectations, revealing a complex web of social and psychological influences that shape STEM interests during formative years. These underexplored dimensions suggest that early adolescence is a critical window during which culturally salient factors can profoundly impact the trajectory toward STEM careers.
Professor Loyd contextualizes these findings within broader educational paradigms, advocating for culturally affirming science education beginning at the earliest stages. Representation emerged as a key theme; students must see themselves reflected in both the curriculum content and the educators who deliver it. The current educational environment, often saturated with examples of predominantly white male scientists, fails to provide relatable role models for youths of color, forcing them to navigate an additional psychological gap in envisioning a STEM future.
The research draws on data collected from students visiting an exhibit at the Griffin Museum of Science and Industry in Chicago, designed to highlight health issues pertinent to local communities. This innovative approach grounds STEM in real-world contexts familiar to the participating youth, reinforcing the potential for science and technology to effect meaningful change within their own neighborhoods. By connecting STEM careers to tangible societal benefits, the exhibit serves as a catalyst for interest and engagement.
Within the collected data, an indirect but powerful relationship between career exploration behaviors, the social support network surrounding the youth, and their ethnic-racial identity became evident. Students who felt empowered to actively seek out information on various careers reported higher recognition from teachers, parents, and peers for their STEM interests and talents. This social acknowledgment reinforces the adolescents’ perception that their racial or ethnic group is viewed positively by society, which in turn strengthens their motivation and aspirations toward STEM fields.
The dynamic interplay described by the research elucidates a feedback loop: as students feel more socially supported and see their identities affirmed, their confidence grows, which further propels their interest in STEM. This reinforces the concept that STEM ambitions among underrepresented youth are not merely innate interests but are cultivated through complex social and psychological ecosystems. These ecosystems must be nurtured to maintain and grow early interest.
Despite some variance in aspirations among students, the authors found a broad base of what they term “developing interest” across the sample—a preliminary yet promising sign that underserved youth are indeed considering STEM careers. Importantly, the researchers caution against the pervasive narrative that underrepresentation equates to a lack of interest. Instead, they highlight the importance of policy initiatives and curricula designed to support and develop nascent STEM engagement from an early age.
The study provides practical recommendations for educators and policymakers. Chief among these is the introduction of diverse STEM role models in early education to inspire students and normalize pathways to science and technology careers for youth of color. Science lessons that incorporate real-world problems reflective of students’ own communities can create meaningful connections between identity and content. Additionally, the racial and ethnic diversity of STEM educators themselves is crucial to fostering inclusive environments that affirm varied identities and experiences.
Encouraging exploration and creativity beyond traditional classroom settings also emerged as a critical strategy. Informal science education—through museum visits, community programs, and hands-on experiences—can supplement formal education and provide additional motivational contexts. These experiences allow students to experiment with STEM in culturally relevant and personally meaningful ways, further solidifying interest and aspirations.
In closing, this groundbreaking study highlights a nuanced framework for understanding the synthesis of ethnic-racial identity, societal perceptions, and individual expectations that shape STEM aspirations among Black and Latino adolescents. By foregrounding the significance of social recognition and culturally attuned educational approaches, it offers a roadmap for addressing persistent disparities in STEM participation. As the scientific community seeks to broaden participation and equity, integrating these insights will be essential for nurturing the next generation of diverse innovators.
Subject of Research: People
Article Title: Examining the Associations Between Ethnic-Racial Identity, Career Outcome Expectations, and STEM Aspirations Among Black and Latine Adolescents
News Publication Date: 23-Jul-2025
Web References: http://dx.doi.org/10.1007/s41979-025-00156-1
Image Credits: UC Riverside
Keywords: STEM aspirations, ethnic-racial identity, career outcome expectations, Black youth, Latino youth, science education, representation in STEM, adolescent psychology, educational equity, social support, cultural affirmation, informal science education
