Social Inequality in Science Identity among Middle School Youth

• In Event: 606 - Section on Social Psychology Roundtable Session (co-sponsored with Section on Sociology of Emotions)
  In Refereed Roundtable: Table 02. Education

Abstract

Understanding how science identities emerge during adolescence is imperative to creating a science proficient public in an increasingly technologically advanced world, and in increasing, and broadening participation, in the STEM career pipeline. Identity theorists, and science educators each have important theoretical and empirical insights on the development of science identity. In a study of 444, 6th, 7th and 8th graders in a Title I Middle School, we assessed how the large social structures, race and gender, impact science identity, and how those process might be mediated by perceived interactions with peers, teacher, parents and others. We incorporate key variables in the science education literature to better understand how science enjoyment, science competence and science relevance influence science identity. We find that science enjoyment is the strongest predictor of science identity, after controlling for race/gender, and perceived social interactions.

Authors

• Trish Wonch Hill, University of Nebraska-Lincoln

• Julia McQuillan, University of Nebraska-Lincoln