Social identity and racial disparities in science literacy.

Abstract

Research on African-Americans' relationship with science, while relatively sparse, in general suggests higher levels of alienation than among their White counterparts, whether in the form of less positive attitudes to science, or lower scientific literacy. In this article, we leverage social identity theory to examine the role of racial social identity and ingroup evaluation as putative mechanisms that produce these disparities. We use data from the General Social Survey, pooled over three waves, as the basis for our investigation. The results of the analysis indicate that, when controlling for other covariates, there is no statistically significant difference in the effect of racial self-identification on science knowledge among African-Americans and Whites. However, we provide evidence that the effect of favourable ingroup evaluation on science knowledge differs in these two groups, being more positive for African-Americans compared to Whites.