Underrepresentation of both females and minority racial groups in college science, technology, engineering, and mathematics (STEM) majors contribute to an unbalanced STEM workforce. This was a quantitative descriptive cross-sectional survey research study utilizing secondary data analysis of the High School Longitudinal Study of 2009 public use dataset to examine factors that predict minority female high school students' consideration to enroll in a college STEM major. Data analyses included Pearson product moment correlation, principal component analysis, multiple logistic regression, and multiple linear regression modeling. Results of this study showed the significance of math identity and self-efficacy, as well as science identity, utility, and self-efficacy as important psychological processes in minority female high school students' consideration to enroll in a college STEM major. Minority female high school students were found to be influenced by their immediate community of parents and teachers as well as engagements in math and/or science activities with their peers in their consideration to enroll in a college STEM major. The findings of this study will enable effective programming and policies that increase interest in STEM occupations for a diverse STEM workforce. Further research is needed to determine if these factors remain significant throughout the high school years in the consideration to enroll in a college STEM major among minority female students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]