Discrimination, friendship diversity, and STEM-related outcomes for incoming ethnic minority college students

Abstract

Ethnic minority students are underrepresented in science, technology, engineering and math (STEM). The current study utilizes social cognitive career theory (SCCT) to examine the associations between ethnic discrimination and friendship group diversity, and academic self-efficacy, as well as the intent to major in a STEM-related field in two cohorts (N=1307 and 1701) of incoming ethnic minority college students (71% and 70% women; 59% and 54% Asian, 24% and 29% Latino/a, 3% and 3% African American, 13% and 14% Multiethnic for Cohorts 1 and 2, respectively). Discrimination was negatively associated with math/science self-efficacy while having more diverse friends was positively associated with both academic self-efficacy (math/science for Cohort 1 and general for Cohort 2) and intention to major in STEM for both cohorts. Additionally, friend group diversity served as a buffer (Cohort 1) such that discrimination was associated with a decreased intent to major in STEM only when students had few friends from different ethnic, racial, or cultural backgrounds. For those with diverse friends, there was no association between discrimination and intent to major in STEM. Ethnic group differences between Asian and a combined group of Latino/a, African American, and Multiethnic students were assessed. No ethnic group differences were found for any of the associations between discrimination or friendship group diversity and STEM outcomes. These findings suggest supporting interethnic friendships may promote STEM involvement among ethnic minority college students.