Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit

Publication date: January 2019Source: Contemporary Educational Psychology, Volume 56Author(s): Kristy A. Robinson, Tony Perez, Justin H. Carmel, Lisa Linnenbrink-GarciaAbstractThis investigation of undergraduates’ heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students’ identities shift within a single semester and supporting science perceived competence before college may support students’ science identity development.
Source: Contemporary Educational Psychology - Category: Child Development Source Type: research