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Developmental trajectories of science identity beliefs : Within-group differences among Black, Latinx, Asian, and White Students
Puente, Kayla Starr, Christine R. Eccles, Jacquelynne S. Simpkins, Sandra D.
Puente, Kayla
Starr, Christine R.
Eccles, Jacquelynne S.
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.
Keywords
science, identity, adolescence, race or ethnicity, college generation
Date
2021
Type
Journal article
Journal
Journal of Youth and Adolescence
Book
Volume
50
Issue
12
Page Range
2394-2411
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open