Classroom and Domain Based Science Attitudes as Mediators of Underrepresented Middle Schoolers' Scientific Aspirations

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Section on Sociology of Education Roundtables (one-hour). Table 01. STEM: Access, Aspirations, and Attainment

Abstract

A substantial body of literature has shown that race/ethnic and gender disparities in science aspirations form early and are persistent. Middle school is an important developmental context in which students attempt to integrate their classroom experiences and growing knowledge of occupations and the world outside of school as they form career goals. We know that classroom based science attitudes shape science aspirations, but less is known about how eighth graders perceive science as a domain outside of school, including their ideas of what science is, what science jobs are like, and who scientists are. This analysis examines how these contrasting science attitudes shape students’ scientific aspirations and whether they may be especially salient for girls and underrepresented minorities. Both domain and classroom based attitudes shape aspirations but they only partially mediate the greater numbers of white male aspiring scientists. Interestingly, white females’ aspirations are shaped more than other groups by their attitudes towards science as a domain and classroom based attitudes hold more sway for white boys and girls and Asian girls. Understanding these relationships offers not only an avenue to diversify the pool of potential scientists early on in the science pipeline but also offers insights into the formation of aspirations in adolescence more broadly.

Author

• Sarah F. Blanchard, University of Texas-Austin