Developmental trajectories of science identity beliefs : Within-group differences among Black, Latinx, Asian, and White Students

Journal article

Puente, Kayla, Starr, Christine R., Eccles, Jacquelynne S. and Simpkins, Sandra D.. (2021). Developmental trajectories of science identity beliefs : Within-group differences among Black, Latinx, Asian, and White Students. Journal of Youth and Adolescence. 50(12), pp. 2394-2411. https://doi.org/10.1007/s10964-021-01493-1
AuthorsPuente, Kayla, Starr, Christine R., Eccles, Jacquelynne S. and Simpkins, Sandra D.
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.

Keywordsscience; identity; adolescence; race or ethnicity; college generation
Year2021
JournalJournal of Youth and Adolescence
Journal citation50 (12), pp. 2394-2411
PublisherSpringer
ISSN0047-2891
Digital Object Identifier (DOI)https://doi.org/10.1007/s10964-021-01493-1
PubMed ID34518982
Scopus EID2-s2.0-85114887928
PubMed Central IDPMC8580903
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range2394-2411
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online13 Sep 2021
Publication process dates
Accepted24 Aug 2021
Deposited21 Dec 2021
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