Race, Gender, and School Racial Composition: Who Gets to Be a “Science Person”?

• In Event: Equity, Diversity, and Science Education

Abstract

To address the race and gender gaps in STEM, we examine a factor important to retention in the field – student science identity. This study takes an intersectional perspective to determine the effects of race and gender on science identity and how these effects are moderated by school racial composition. Data examined were drawn from a nationally representative cohort of 9th grade students from the High School Longitudinal Study. Using hierarchical linear modeling, the results demonstrate negative effects on science identity for white females and underrepresented students of color as compared to white males. Results also show that majority-white schools can have especially negative effects on student science identity for specific race/gender groups. Implications for policy are discussed.

Authors

• Briana L. Chang, Temple University

• Joshua Theodore Klugman, Consortium on Chicago School Research At The University of Chicago

• Will J. Jordan, Temple University