Intersecting Identity Profiles: Relations to Socio-Emotional and Persistence Outcomes Among Black and White Science Undergraduates

• In Event: Intersectional and Critical Approaches to Examining the Experiences and Success of Minoritized Undergraduates in STEM

Abstract

To bolster inclusiveness of science environments, it is important to understand the role students’ intersecting identities play in their science beliefs (Crenshaw, 2011). Yet, most quantitative research examines identities independently. For instance, research indicates links between science identity and STEM persistence (Robinson et al., 2019); however, students’ ethnic and gender identities often interact with their domain identity to impact their beliefs and behaviors. Such identities are particularly relevant for students from minoritized backgrounds in science since stereotypes about who belongs may push women and People of Color away from fields where they feel unwelcome (e.g., Master et al., 2017). Experiences with racial and gender bias may negatively impact student motivation, emotions, and persistence (e.g., Chin et al., 2020). The aim of this study was to examine the role of undergraduates’ ethnic, gender, and science identity profiles in relation to science emotions, motivation, and commitment to gain a more holistic picture of the role of students’ intersecting identities in science contexts.

Method
Participants included 211 Black and 371 white undergraduates enrolled in introductory science courses at a minority-serving university. Surveys assessed students’ science motivation (values, costs, expectancies), emotions, and identities (ethnic, gender, science).
Latent profile analysis (LPA) was conducted to identify profile configurations and relations of profiles to predictors (gender) and outcomes (interest and utility value; effort, psychological, opportunity cost; positive and negative activated/deactivated emotion; commitment to science). Separate analyses were conducted among Black and white students to challenge deficit comparisons of race and adequately study patterns of intersectionality. We used R3STEP and BCH in Mplus to examine predictors of profile membership and relations of profiles to outcomes, respectively (Asparouhov & Muthén, 2014).

Results
A four-profile solution was selected in both samples; however, unique profiles were identified in each (Figure 1).
Black sample. Profile 1 had high ethnic and gender identities and moderate science identity. Profile 2 had very low ethnic identity with moderate gender and science identities. Profile 3 had moderate ethnic and gender and high science identities. Profile 4 had high ethnic identity and moderate gender and science identities. Male students were less likely assigned to profile 1 than 3 or 4, and opportunity cost, self-efficacy, and science commitment varied by profile (Table 1).
White sample. Profile 1 and 2 had low ethnic identity; however, profile 1 had moderate gender and science identities while 2 had moderate science and low gender identities. Profile 3 had moderate science and high ethnic and gender identities. Finally, profile 4 had moderate identity scores across all variables. Male students were more likely assigned to profiles 3 and 4 than 1. Emotions differed among profiles (Table 2).

Significance
The results highlighted unique identity profiles and unique relations of those profiles within each ethnic group, which has implications for student persistence. While small profiles should be interpreted cautiously, results revealed heterogeneity in the salience of different identities within ethnic groups. These results underscore the importance of examining profiles of identity within groups rather than treating race simply as a “predictor” variable (Helms et al., 2005).

Authors

• Arianna C. White-Levatich, Old Dominion University
  Presenting Author

• Tony Perez, Old Dominion University
  Non-Presenting Author

• Amalia Krystal Lira, San Diego State University
  Non-Presenting Author

• Kendra Hall, Old Dominion University
  Non-Presenting Author

• Lisa Linnenbrink-Garcia, Michigan State University
  Non-Presenting Author