The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement in and out of School

Autor/inn/en	Mulvey, Kelly Lynn; Mathews, Channing; Knox, Jerica; Joy, Angelina; Cerda-Smith, Jacqueline
Titel	The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement in and out of School
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 8, S.1447-1464 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulvey, Kelly Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21762
Schlagwörter	Inclusion; Racism; Sense of Community; STEM Education; Learner Engagement; Disproportionate Representation; Gender Discrimination; Racial Discrimination; High School Students + Suchen Sie Ihr Suchwort? Inklusion; Rassismus; STEM; Racial bias; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th-12th grade high school students from low-income public schools in the United States (N = 523, M[subscript age] = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01