Science Identity at the Intersection: Race, Gender, and Recognition

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-2 - Can I See Myself Here? Marginalized Identities and STEM Learning

Abstract

To address race and gender gaps in STEM, this study examines 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 the relative importance of either self-perceptions or recognition from others in promoting student science identity. Using regression analyses, results demonstrate that Black and Hispanic women of color are at a larger disadvantage when it comes to science identity, likely due to their position at the intersection of both systems of oppression for race and gender. This study also found that recognition from others was far-and-away the most important predictor of student science identity. Implications for practice and policy are discussed.

Authors

• Briana L. Chang, The College Board

• Crystal Menzies, Temple University