Patterns of Ethnic-Racial Identity and Critical Reflection with Perceived Barriers: A Latent Class Analysis

• In Event: Ethnic-Racial Identity and its Links to Critical Consciousness, Socialization, and Diversity

Abstract

Introduction: The disparity in the members of racially minoritized groups in the STEM workforce (National Science Board, 2018) may be exacerbated by youth having fewer opportunities to build STEM skills given that they are less likely than their White peers to enroll in foundational STEM courses (Chang et al., 2014; Tyson et al., 2007). Further, these youth are more likely to perceive and experience both educational and career barriers (Carey, 2019). Minimal research has explored what roles critical reflection (awareness of social inequity) and ethnic-racial identity play in helping youth overcome barriers and engage in STEM. Thus, the current study examines cultural assets that may foster STEM engagement to overcome perceived educational and career barriers for racially/ethnically minoritized individuals.

Method: The sample included 265 adolescents (49% female; Rangeage=13-17) from racially/ethnically minoritized backgrounds (Black (46.8%), Latinx (31.3%), Multiracial (14.7%), Asian-American (3.4%), Arab-American (0.4%), Native American/Pacific Islander (0.8%) and American Indian (3%)). Participants completed measures of ethnic-racial identity (Scottham et al., 2008) and critical reflection (perceived inequality and egalitarianism; (Rapa et al., 2020), STEM Engagement (Mulvey et al., 2022) and measures of educational and career barriers (Luzzo & McWhirter, 2001).

Results: Using latent class analysis (see Figure 1) to assess patterns of ethnic-racial identity and critical reflection, we determined that a four-cluster solution best fit the data. The first class, disillusioned (44.2%), was characterized by low to average scores across critical reflection and ethnic-racial identity variables. The second class, naïve affirmed advocates (22.6%), showed slightly below average levels of egalitarianism, low perceived inequality, and high levels of private and public regard. The third class, affirmed advocates (20.4%), showed high scores across all ethnic-racial identity and critical reflection variables. The fourth class, affirmed and critical (12.8%), showed high private regard, low public regard, and high support for egalitarianism and high perceived inequality. STEM engagement differed by class (F (3, 231)=4.935 p<.001, η2 = .06). The disillusioned group had the lowest STEM engagement across classes, see Table 1. Perceptions of educational barriers differed by class (F (3, 242) = 5.83 p<.001, η2 = .07), see Table 1. The disillusioned class had the highest perceptions of educational barriers whereas the naïve affirmed advocates perceived the least educational barriers. The naïve affirmed advocates group perceived significantly less educational barriers than all other classes. The disillusioned group perceived significantly higher educational barriers than the naïve affirmed advocates group. Perceived career barriers also differed by class (F( 3, 255)=12.06 p<.001 η2 = .15). The disillusioned class perceived more career barriers than the naïve affirmed advocates, but fewer career barriers than both the affirmed advocates and the affirmed and critical groups. The affirmed and critical class perceived the highest barriers across all groups.

Discussion: The current study suggests that racially/ethnically minoritized adolescents who feel most affirmed in their ERI and maintain low perceptions of inequality have the highest STEM engagement and lowest perceived barriers to their future educational and career pursuits. Implications for research and practice will be discussed.

Authors

• Channing Mathews, University of Virginia
  Presenting Author

• Jacqueline Cerda-Smith, North Carolina State University

• Angelina Joy, Purdue University, West Lafayette

• Jerica Knox, North Carolina State University

• Josefina Bañales, University of Illinois at Chicago

• Michael Alan Medina, Boston University

• Kelly Lynn S Mulvey, North Carolina State University