Promoting Task-Specific Facets of Science Self-Efficacy Among Indigenous Students: The Role of Mentorship Support

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusive Practices for Mentoring (Table 3)

Abstract

Indigenous students are underrepresented in STEM fields. Science self-efficacy is an important self-regulated learning process that promotes commitment and persistence in the field. This study focused on task-specific science self-efficacy (i.e., confidence in particular research activities and skills). We examined how mentor support (i.e., psychosocial and instrumental support) is associated with task-specific elements of science self-efficacy among Indigenous STEM students. Using longitudinal latent state-trait analysis, we identified three task-specific science self-efficacy traits: research enactment, data and technology development, and scientific explanation. Structural equation modeling results revealed significant positive associations between task-specific traits and psychosocial and instrumental mentorship support. Our findings emphasized the importance of both socioemotional and instrumental support for supporting task-specific facets of science self-efficacy among Indigenous STEM students.

Authors

• Fanyi Yu, Texas A&M University

• Kathy DeerInWater, American Indian Science & Engineering Society

• Mica Estrada, University of California - San Francisco

• K. Kanoho Hosoda, University of Hawaii - Manoa

• Natalia Maldonado, University of California - San Francisco

• Lilibeth Flores, San Diego State University

• Paul R. Hernandez, Texas A&M University