School of Education, University of California, Irvine, CA, USA.
Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSQ, 2060, Australia.
J Youth Adolesc. 2021 Dec;50(12):2394-2411. doi: 10.1007/s10964-021-01493-1. Epub 2021 Sep 13.
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 9 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 9 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.
尽管青少年的科学身份信念预测了积极的 STEM 结果，但研究人员尚未在理论上论证此类研究的基础上，考察不同种族/族裔群体内部的发展差异。本研究考察了从 9 年级到高中毕业后三年期间，黑种人（14%）、拉丁裔（22%）、亚裔（4%）和白种人（52%）学生（N=21170；50%为女生）的科学身份轨迹，以及基于性别和大学代际地位的每个种族/族裔群体内的变化。与文献相反，学生的科学身份随着时间的推移而增加，而且对于潜在的第一代与继续代的白人学生来说，增加幅度更大。除了亚洲人之外，在所有群体中，潜在的继续代男生在 9 年级时的科学身份都比潜在的第一代女生强。这些发现表明，在每个种族/族裔群体中，谁可能需要额外的支持。
