Exploring English Language Learner Students' Science Self-Efficacy and Course-Taking

• In Event: Defending Against Inequity for Multilingual Learners: How Does Policy Implementation Impact Access to Courses/Programs?

Abstract

As Latino and immigrant populations make up increasing numbers of the U.S. student population, education efforts continue to explore how these populations may fill growing gaps in the science, technology, engineering, and mathematics (STEM) workforce. Among this student group are a growing population of students whose first language is not English, English Language Learner (ELL) students. However, ELL Student educational outcomes remain poor. This study aims to explore to what extent is ELL student science course-taking affected by science self-efficacy and English language status. This study uses data on language status, science self-efficacy, and student transcript data from the High School Longitudinal Study of 2009 (HSLS:09), conducted by the National Center for Education Statistics (NCES).

Author

• David Jose Salas, Claremont Graduate University
  Presenting Author