Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit.

This investigation of undergraduates' heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes () using growth mixture modeling. Underrepresented minorities were more likely to exhibit science identities versus patterns. Students with higher perceived competence were more likely classified into the class compared to the other classes. Students classified into the class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students' identities shift within a single semester and supporting science perceived competence before college may support students' science identity development.