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

• In Event: Fostering STEM Belonging and Equity Across Diverse Students and Contexts: The Promise of Asset-Based Instruction

Abstract

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.

Authors

• Danya Marie Serrano, University of Houston - Downtown

• Ann R. McCoy, Measuring Effectiveness