The Professional Identity Status Questionnaire (PISQ-5D) has been used in various studies to learn how individuals identify themselves since its publication in 2015 by Mancini et al, including slight modifications to apply the survey to various groups of professionals such as nurses, social workers and general STEM professionals. The survey used in this study included modified wording to investigate how students identify as a future "professional" in their field of study. Open-response questions were also added to the end of the survey to prompt students to elaborate on some of their Likert scale survey responses. Students in a variety of undergraduate chemistry courses at a Hispanic-serving institution were prompted to fill out the PISQ-5D survey at the beginning and end of the semester. Overall, 72 students completed both surveys. Cluster analysis was utilized to determine which of five identity statuses each of the 72 students identified as at the beginning of the semester and at the end of the semester. The work presented will compare the population of students whose identity status remained unchanged over the semester with those that changed during the semester. We will also elaborate on what changes occured, why those changes may have occured, as well as trends between the students based on demographic data like racial identity, gender identity, admission status and STEMM major.

Investigating changes in undergraduate students’ identity statuses using the PISQ-5D survey

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