- In the Black group, persisters scored significantly higher than non-persisters in mathematics achievement, science intrinsic value, and science attainment value. In the Hispanic group, persisters scored significantly higher than non-persisters in STEM utility value and science attainment value. In the White group, there were significant differences between persisters and non-persisters on science self-efficacy, science intrinsic value, mathematics attainment value, and science attainment value.
- SES did not significantly predict planned STEM persistence for any group of high-ability students; students from higher SES households were not significantly more likely to plan to persist.
- Mathematics achievement did not significantly predict persistence for Hispanic or White students, but was a significant predictor for Black students.
- Gender was not a significant predictor of persistence plans for any group.
- One significant predictor was common to the three groups; science attainment value was a significant predictor of persistence plans for Black, Hispanic, and White students. STEM utility was a significant predictor for Hispanic students, but not for Black or White students.
- Mathematics and science self-efficacy did not play a significant role in persistence plans.
- Ninth-grade, high-ability students who have a higher attainment value for science are more likely to plan to persist in STEM. For Hispanic students, a higher utility value was a predictor of persistence, whereas for Black students a higher mathematics achievement was a predictor.
- Science attainment value, science intrinsic value, and STEM utility value were predictive of STEM persistence, but these variables operated differently in groups of Black, Hispanic, and White students.
- Implications for educators include the need for ways to improve perceptions of science identity and awareness of the utility of science and mathematics courses.