Paper Summary

Direct link:

Culturally Engaging Science Classroom Environments and College Students' Science Identity and Sense of Belonging

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division C, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Paper and Symposium Sessions


We define culturally engaging science classroom environments as classrooms that encompass culturally relevant instruction and promote messages that challenge: a) stereotypes about who belongs in science domains (non-stereotypical) and b) entity beliefs about science ability. We explored the extent to which these facets of culturally engaging science classroom environments predict students’ identification with science (self-efficacy, task value, and possible selves) and sense of belonging in science. Participants were 112 undergraduate students attending a four-year Hispanic-serving institution. Hierarchical linear regression analyses indicated that the non-stereotypical facet of culturally engaging classroom environments was the strongest significant predictor of students’ sense of belonging in science, science hoped-for possible selves, and task value, whereas, culturally relevant instruction was the strongest predictor of science self-efficacy.