Recently, there has been an upswing in research that investigates how parts of a student’s STEM identity can influence their performance and persistence in STEM courses, as well as their sense of belonging in STEM fields. Investigating STEM identity, particularly identity as a “chemistry person,” offers a valuable lens through which one can gain an understanding of how the affective learning domain can influence our students in our classrooms and laboratories. Talks in this symposium may provide further evidence for how STEM identity influences such factors as student achievement in chemistry courses, persistence in chemistry and STEM majors, or how one’s STEM identity may be further developed. The research studies presented may be qualitative or quantitative in nature and should clearly outline the research questions under investigation, provide a thorough description of the methods and instruments used to collect data, and provide a summary of the findings. Research-based suggestions for instructors on how identity may be addressed in their classroom may also be presented.