Navigating Science Motivation: Discrimination and Socialization on Science-Embedded Achievement in Community College and University Students

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Social, Cultural, and Emotional Foundations of Student Learning and Motivation

Abstract

Research on academic motivation overlooks community college students. This study examined the intersection of science motivation with racial-ethnic identities, referred to as science-embedded achievement, and how discrimination and socialization impact this relationship among minority university and community college students. Sequential regression analyses revealed that discrimination predicted dimensions of science-embedded achievement beliefs both positively and negatively, linking science ability to racial-ethnic identity while also fostering aspirations to contribute to one’s group. Overall, science and racial-ethnic socialization generally supported science-embedded achievement beliefs. Lastly, community college students were more vulnerable to discrimination, particularly regarding cost-value beliefs. These findings highlight the nuanced role of identity and context in shaping science motivation, offering insight for inclusive science policies and practices across postsecondary institutions.

Authors

• Albenys Diaz Hernandez, University of Michigan

• Nestor Tulagan, University of Rochester