ORCID
0009-0000-8986-9930
Keywords
professional identity, PISQ-5d, professional identity status questionnaire, STEM
Subject Categories
Educational Psychology | Higher Education | Student Counseling and Personnel Services
Abstract
The concept of professional identity is a constantly revised process that involves an individual’s perception of inclusion within a work-related social group. The formation of a strong professional identity has been highlighted as a strong predictor of career readiness. The development of an individual’s professional identity is spotlighted during their studies within higher education institutions for a multitude of reasons, including the breadth of professional options that students are exposed to and the opportunities that students are given to develop skills related to their future professions. Professional identity has emerged as a popular research space within many professional populations, including nursing, education, teaching, and STEM (science, technology, engineering, mathematics). However, much of this research focuses on limited demographic comparisons or predicting academic outcomes based on factors related to the formation of a strong professional identity. There is a gap in the literature regarding students’ perceptions of these factors and the perceived impacts on the individual. This dissertation measures professional identity using the PISQ-5d (Professional Identity Status Questionnaire, 5 dimensions), a questionnaire published in 2015 by the research group of Mancini as an extension of Marcia’s identity status model, with major contributions from the works of Erikson, Mancini, Luyckx, Crocetti, and Mancini. Throughout this study, we expand the current research on professional identity in STEMM (science, technology, engineering, mathematics, pre-medical) by expanding the comparison of demographics to include historically underrepresented groups, including TGNC (transgender or gender non-conforming) students, Black/African American student and Asian/Asian American students, and other demographics including but not limited to First-Generation students and students in financial need. Additionally, this dissertation will focus on student perceptions of the impact of professional identity influences categorized within the factors of identification with commitment, and practices.
Completion Date
2026
Semester
Fall
Committee Chair
Nicole Lapeyrouse
Degree
Doctor of Philosophy (Ph.D.)
College
College of Sciences
Department
Chemistry
Format
Document Type
Dissertation
Language
English
Release Date
8-15-2028
STARS Citation
Bechard, Cameron R., "Professional Identity Development in STEM Undergraduate Students: A study of Influences and Student Perceptions of their Impact" (2026). Graduate Studies Theses and Dissertations 2026. 238.
https://stars.library.ucf.edu/gradstudies_etd_2026/238
Included in
Educational Psychology Commons, Higher Education Commons, Student Counseling and Personnel Services Commons
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