Examining Relations of Science Identity and Ethnic Identity to Science Persistence Using a Motivation Framework

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Motivational Dynamics in Mathematics and Science

Abstract

The present study draws from theories of motivation and identity to investigate how undergraduates’ science identity and ethnic identity independently and interactively predict changes in perceived competence and involvement in a science-related career. High levels of science identity were related to high initial levels of perceived competence, but high initial science identity was related to decreases in perceived competence beliefs during college. Neither ethnic identity nor the interaction between ethnic identity and science identity were significantly related to initial levels of or changes in perceived competence. A multi-group analysis suggested that structural relations of science identity to perceived competence and career intentions varied across African American, Asian, and Caucasian students.

Authors

• Amalia Krystal Lira, Michigan State University

• Kristy A. Robinson, McGill University

• Stacy J. Priniski, Michigan State University

• Tony Perez, Old Dominion University

• Lisa Linnenbrink-Garcia, Michigan State University