The Role of Psychological Factors and Transfer Experiences in STEM Identity: A Regression Analysis of Vertical and Lateral Transfers

Background STEM transfer students tend to have lower transfer rates, lower degree completion rates, and longer time to degree. STEM identity, defined as how individuals perceive and position themselves within STEM fields, positively influences persistence and success in STEM majors and careers. While previous research has studied STEM identity among non-transfer four-year students, little is known about its development among transfer students, who face unique academic and social challenges during the transfer process. This study quantitatively examined the role of psychological factors and transfer experiences in shaping STEM identity among transfer students attending a large, public, research-intensive, four-year university in Louisiana. This study includes both vertical transfers—those who transfer from a community college to a four-year institution—and four-year lateral transfers—those who transfer between four-year institutions, filling the research gap caused by the lack of studies on lateral transfers. Results We collected survey data from 210 transfer students and matched it with institutional transcript data. The results of confirmatory factor analysis (CFA) confirmed the four-item structure for self-efficacy, the five-item structure for STEM identity, the two-item structure for STEM interest, and the four-item structure for STEM recognition. The regression model results indicated that STEM interest, STEM recognition, and post-transfer social adjustment positively predict STEM identity development. Transfer type (vertical or lateral transfer) was not a significant predictor, indicating that lateral transfers face similar processes and challenges in STEM identity development as vertical transfers. Conclusion and Implications The findings help both community college and four-year institution leaders and practitioners better understand the STEM identity development of transfer students, with a focus on the role of STEM interest, STEM recognition, and social adjustment as key predictors of transfer students’ STEM identity. We suggest that institutions should collaborate to support successful transfers and a smooth post-transfer adjustment for STEM transfer students. Implementing targeted transition programs aimed at developing STEM identity will be an effective strategy to help students overcome challenges after transferring. These institutional programs should include both vertical and lateral transfers, recognizing the needs of lateral transfers.