Considering and Centering Students' Race, Ethnicity, and Culture in Science Motivation Interventions: A Systematic Review

• In Event: Asset-Based Approaches to Centering Race, Ethnicity, and Culture in Motivation Research

Abstract

There is a concerning trend of students - particularly historically marginalized students - opting out of science due to structural inequities and their resulting suboptimal motivational experiences. Interventions, in combination with structural changes, can better support historically marginalized students. We conducted a systematic review of science motivation interventions in K-12 classroom to explore how researchers are considering race, ethnicity, and culture and the sample demographics. We found that largely the interventions were developed for (through taking color-evasive approaches) and with white students, resulting in knowing little about how to support historically marginalized students. Additionally, researchers had problematic conceptualizations of REC. There is a need to use more race-focused and race-reimaged approaches to better support all students, not only white students.

Authors

• Korinthia D. Nicolai, Indiana University

• Alison C. Koenka, University of Oklahoma

• Destini N. Braxton, University of Virginia

• Margaret K. Powers, Washington University in St. Louis