Perceived Parental Support and Science Achievement: A Longitudinal Study of Students Underrepresented in STEM Fields

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-21 - Critical Race Theory and Critical Pedagogy in Science Education

Abstract

Using latent growth curve modeling and a nationally representative longitudinal survey data, this study compared the relationship between perceived parental support, science achievement, and growth in science achievement from seventh to twelfth grades by ethnicity and how these factors were influenced by parental education levels. The results indicated that the influence of perceived parental support differed between underrepresented minority (URM) students and not-URM students. Specifically, for not-URM students, there was a significant positive relationship between perceived parental support and science achievement, while no significant relationship was found for URM students. The results suggest that parents may be less influential in science achievement for URM students. The findings highlight the need to rethink early intervention strategies.

Authors

• Milagros F. Kudo, University of California – Riverside

• Marsha M. Ing, University of California - Riverside