Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students

Kayla Puente,Christine R. Starr,Sandra D. Simpkins,Jacquelynne S. Eccles

doi:10.1007/s10964-021-01493-1

Kayla Puente, Christine R. Starr + Show 2 more

Open Access

https://doi.org/10.1007/s10964-021-01493-1

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Abstract

Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students (N = 21,170; 50% girls) from 9th grade to three years post-high school and the variability within each racial/ethnic group based on gender and college generational status. Contrary to the literature, students’ science identities increased over time, and the increases were larger for potential first- versus continuing-generation White students. Potential continuing-generation boys had stronger 9th grade science identities than potential first-generation girls in all groups except Asians. The findings suggest who might benefit from additional supports within each racial/ethnic group.

Highlights

Despite the increased attention to foster equity in science, there continue to be disparities (National Science Foundation, 2019)
The current study addresses these gaps in the research by describing the developmental trajectories of science identity among Black, Latinx, Asian, and White students and the extent to which these trajectories vary by students’ college generation status and gender within each racial/ethnic group
This average increased slightly for all groups in 11th grade and three years post-high school, with some racial/ethnic groups almost reaching an average score of agreeing that they viewed themselves as a science person (e.g., Asian students)

Summary

Introduction

Despite the increased attention to foster equity in science, there continue to be disparities (National Science Foundation, 2019). The existing literature has primarily focused on between-group racial/ethnic differences demonstrating that Black and Latinx students have lower academic performance, motivational beliefs, and persistence in science than White and Asian students (Estrada et al, 2017). This emphasis on withingroup variability is crucial in preventing the erasure of marginalized groups (Cole, 2020; Syed et al, 2018) and helps counter common racial/ethnic stereotypes, including that Black and Latinx students do not want to pursue science. The current study addresses these gaps in the research by describing the developmental trajectories of science identity among Black, Latinx, Asian, and White students and the extent to which these trajectories vary by students’ college generation status and gender within each racial/ethnic group

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Discussion

Conclusion