Perceived Teacher Support, Ethnic-Racial Identity, and STEM Achievement among Black and Latino Early Adolescents

• In Event: Reconceptualizing the Role of Racialized Identities in Black and Latinx STEM Achievement

Abstract

Black and Latinx STEM underrepresentation and underachievement often begin in middle school when negative racial climates encompassing stereotype threat, cultural dissonance, and institutional racism devitalizes STEM trajectories (Benner & Graham, 2013; Anyon, 2014). Affirming adolescents’ mathematical and racialized perceptions of themselves within STEM contexts bolsters STEM motivation, leading to academic gains (Sánchez et al., 2020; Maloney & Matthews, 2020). Youth’s ethnic-racial identity significantly impacts self-efficacy beyond math achievement, academic performance, and educational adjustment (Booth et al., 2017; Thomas et al., 2022). This study examines private (individuals’ feelings towards one’s ethnic-racial group) and public regard (perceptions of societal views on one’s group) as intermediary mechanisms that may support positive academic outcomes in Black and Latinx youth.

Methods: Our sample included 130 Black and Latinx middle school students (Mage= 11.98, SD= .94, 48.4% girls). Student surveys assessed students’ perceived teacher emotional and academic support within their math and science classes (Patrick et al., 2007). Students also reported on their public and private regard (Scottham et al., 2008), academic efficacy (Patrick et al., 1997), and school engagement (Fredricks et al., 2005). Students’ core math and science class grades from school records were converted to College Board’s 4-point GPA scale.

Results:
Mediation analyses, including gender, grade, and ethnicity as covariates, unearthed significant pathways to STEM achievement via teacher support and private but not public regard. Perceived emotional teacher support was associated with more positive private regard, greater academic efficacy (β = .31, p <.01), and school engagement (β = .30, p <.01), but not STEM GPA (β = .15, SE = .12). Private regard was positively associated with academic efficacy (β = .31, p <.01) and school engagement (β = .31, p <.001). There was also an indirect effect of perceived emotional teacher support on academic efficacy (β = .08, 95% CI [.01, .17]) (see Fig. 1) and school engagement (β = .08, 95% CI [.01, .16]) through its association with private regard. Perceived academic teacher support was associated with more positive private regard, greater academic efficacy (β = .33, p <.001), school engagement (β = .23, p <.05), and STEM GPA (β = .20, p <.05). Private regard was positively associated with academic efficacy (β = .09, 95% CI [.01, .19]) and school engagement (β = .32, p <.001). There was also an indirect effect of perceived academic teacher support on academic efficacy (β = .08, 95% CI [.01, .17]) and school engagement (β = .09, 95% CI [.02, .19]) (see Fig. 2) through its association with private regard.

Implications:
The study illuminates how teachers can facilitate Black and Latinx middle school students’ STEM success by affirming their ethnic-racial identity. Perceived academic and emotional support strengthened academic outcomes. Results suggest private regard can mediate the relationship between teacher support and STEM achievement. Public regard was independently associated with school engagement and academic efficacy, above and beyond the association of teacher support. Our findings underly the need to connect STEM curricula to the ethnic-racial identities of Black and Latinx adolescents.

Authors

• Julissa Carreno, University of Illinois at Urbana-Champaign

• Bernardette Josee Pinetta, University of California - Riverside

• Deborah Rivas-Drake, University of Michigan