Exploring Leverage Points to Increase Latinx High School Students' Identification With STEM: Differences Across Race/Ethnicity

• In Event: Science Teaching and Learning: Equity and Social Justice

Abstract

This study intends to identify leverage points to increase Latinx high school students’ identification with STEM careers. We used multi-group structural equation modeling to analyze science identity survey data (N=1295) focusing on differences across race/ethnicity. Although Latinx students on average reported lower science activities participation and perception of science than their White and Asian American peers, the indirect effects from participation in science activities at home, school, and out-of-school consistently held for all racial/ethnic groups. Our findings suggest: (a) the importance of increasing Latinx students’ participation in science activities at home, science classrooms, and out-of-school programs, and (b) the need to strategically design the activities, including school science curricula, in ways that increase Latinx students’ self-perception in and with science.

Authors

• Ta-yang Hsieh, Search Institute

• Hosun Kang, Seoul National University

• Sandra D. Simpkins, University of California - Irvine