Constructing Female High School Students’ STEM Self-Efficacy: The Role of High School STEM Research Experiences

Author

• Hyunjin SonFollow

Semester of Graduation

Summer 2026

Degree Type

Dissertation/Thesis

Degree Name

Ed.D in Instructional Technology (Certification Track)

Department

Instructional Technology

Committee Chair/First Advisor

Tiffany Roman

Second Advisor

Laurie Dias

Third Advisor

Camille Sutton-Brown-Fox

Abstract

In the U.S., nearly a quarter of the workforce is employed in Science, Technology, Engineering, and Mathematics (STEM) occupations. However, the STEM workforce lacks diversity, limiting perspectives to address real-world problems facing society. While many factors influence decisions to pursue STEM majors in college and enter the STEM workforce, one factor commonly associated with performance and persistence in STEM is STEM self-efficacy. Independent research experiences have been shown to increase conceptual understanding and confidence in STEM, leading to STEM degrees and careers. As high school co-curricular STEM research opportunities become more common, the effects of such experiences on students’ STEM self-efficacy remain underexplored. Therefore, this qualitative case study investigated seven female high school students’ perceptions of their STEM research experiences on their STEM self-efficacy. Grounded in Bandura’s self-efficacy theory and social cognitive career theory, data were collected using an open-ended questionnaire, semi-structured interviews, and a focus group. Analysis of the data indicated that participants primarily attributed their STEM self-efficacy to hands-on laboratory experiences, task outcomes, resilience, feedback, external messages, emotional connections, observational learning, and their anticipated STEM readiness. The implications for practice offer expanding hands-on laboratory experiences to work collaboratively and independently while using advanced laboratory techniques and equipment, and strategic personnel decisions to hire female teachers to serve as relatable female role models. I argue that authentic high school STEM research experiences are critical in strengthening STEM self-efficacy in female high school students and advancing gender equity.