Identity Development and Major Choice Among Underrepresented Students Interested in STEM Majors: A Longitudinal Qualitative Analysis

The present study employed a narrative identity analysis to the examination of identity development in relation to major choice for college-going emerging adults. We focused on underrepresented minorities (URMs) who expressed an interest in Science Technology Engineering and Math (STEM) majors. In a qualitative, longitudinal, case-based study of URMs at two different campuses (n = 26), we followed their development through college over 4 years, engaging in a comprehensive analysis of their experiences, including individual differences in pathways of identity formation. Results revealed five trajectories of development that focused on the degree of certainty in major and career choice, and general psychological functioning and identity integration. Implications include the need to examine a diversity of experiences to understand the "whole person," which includes attending to motivations and psychological well-being, along with experiences in the classroom.