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Race, Gender, and Racialized Tracking: Who Gets to Be a Science Person?
Mon, May 1, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Floor: Ballroom Level, Hemisfair Ballroom 3Abstract
To address race and gender gaps in science, technology, engineering, and math (STEM), this study examines student science identity and how it is influenced by racialized tracking in schools (an institutional factor that often goes unexamined in the literature). Specifically, this study analyzes the effects of race and gender on student science identity and the extent to which these effects are moderated by racialized tracking. This study analyzed data from the nationally representative High School Longitudinal Study. Regression analyses revealed Hispanic males’ and females’ and Black females’ science identity ratings were significantly lower compared to White males. For Hispanic students, these gaps were largely diminished in schools without racialized tracking. Given these results, implications for policy and practice are discussed.