Exploring Intersections of Race and Gender in STEM for Latina Science Identity Development

• In Event: 63.066 - Social Justice: Hispanics in Higher Education

Abstract

Referencing a science identity framework and using data from the High School Longitudinal Study of 2009 (HSLS:09), this study examined the sociodemographic and pre-college factors influencing science identity development for high school age Latina students. Findings suggest that Latino high school students are more likely to see themselves as a science person if they identify that others see them as a science person. This difference is magnified for Latinas whose odds of seeing themselves as a science person increases when they identify that others see them as a science person.

Authors

• Sarah Rodriguez, Iowa State University

• Blanca E. Rincon, University of Connecticut - Storrs