Students from groups historically excluded from STEM face heightened challenges to thriving and advancing in STEM. Prompting students to reflect on these challenges in light of their purpose can yield benefits by helping students see how their STEM work connects to fundamental motives. We conducted a randomized, controlled trial to test potential benefits of reflecting on purpose-their "why" for pursuing their degrees. This multimethod study included 466 STEM students (232 women; 237 Black/Latinx/Native students). Participants wrote about their challenges in STEM, with half randomly assigned to consider these in light of their purpose. Purpose reflection fostered benefits to beliefs and attitudes about the major, authentic belonging, and stress appraisals. Effects were robust across race and gender identities or larger for minoritized students. Structural and cultural shifts to recognize students' purpose in STEM can provide a clearer pathway for students to advance.
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