This conference aims to present empirical research and instructional practice, exploring how STEM (Science, Technology, Engineering, Mathematics) educators, practitioners, and students form STEM identities, how those identities are formed or constrained by existing structures, and the ways that instruction and educational policy can broaden conceptions of who can and could do STEM research and practice. Complementary perspectives will address how such pathways can be facilitated at various points along students’ and young adults’ educational and occupational development.