The role of inclusion, discrimination, and belonging for adolescent <scp>Science, Technology, Engineering and Math</scp> engagement in and out of school

Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, mathematics (STEM) domains postsecondary education the workforce. The aim of current study was to examine whether adolescents' perceptions inclusivity, belonging, discrimination high school STEM classes related their class engagement outside school. In this study, ethnically diverse 9th–12th grade students from low-income public schools United States (N = 523, Mage 15.72, SD 1.24, 49.4% female) completed measures classroom perceived teacher discrimination, engagement, activism orientation. Path analyses revealed direct effects inclusion on Further, findings demonstrated belonging both Finally, a significant indirect effect through belonging.