Science capital, science identity and economic utility beliefs in core STEM degree choice

This study investigates how science-related sociocultural resources, science identity and perceived economic utility are associated with young adults’ transition into core STEM degree programmes in England. Using ASPIRES 3 survey data from undergraduates aged 20–22, the study compares students enrolled in core STEM degrees with peers in non-STEM programmes. Structural equation modelling examined direct and indirect associations among science capital, science identity, economic utility beliefs and core STEM degree enrolment while controlling for demographic and educational variables. The controlled primary model demonstrated excellent fit (CFI = .996, TLI = .992, RMSEA = .039, SRMR = .023). Science identity showed the strongest direct association with core STEM degree enrolment. Science capital showed no significant direct association with enrolment but strongly predicted science identity and had a significant indirect association with enrolment through identity. Economic utility beliefs were differentiated: beliefs about the occupational breadth of science qualifications and the role of science and technology in creating work opportunities were mainly associated with identity, whereas valuing high earnings was directly associated with core STEM degree enrolment. The findings highlight how resources, recognition, identity formation and perceived future value interact in shaping participation in core STEM degree pathways, with implications for science education.