Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni

Abstract Background STEM minority participation programs have been widely implemented in higher education with the goal of diversifying global workforce. Informed by research highlighting potential targeted exploration roles and reflection on self relation to (identity exploration), this work examines how engagement a government funded program shaped these processes current students alumni. Results Epistemic network analysis (ENA) was used visualize conceptual connections between identity themes that emerged from interviews present past participants. Network models were developed for alumni cross-group comparisons. Differences found participants at different stages their careers enact describe processes. Summative highlighted discussed action-taking (sometimes through initiatives) as they explored less-certain possible future roles, while integrated more diverse holistic facets identities when conceptualizing futures. To close interpretive loop, qualitative interpretation interview discourse give context patterns. Conclusions highlight differences novices’ professionals’ conceptualizations selves illustrate minoritized individuals long-term patterns related majors careers. Implications practice, including programming tool support students’ processes, are discussed.