STEM-Related Outcomes for Adolescents with Differing Perceptions of School Racial Climate: A Latent Class Analysis

Autor/inn/en	Cerda-Smith, Jacqueline; Joy, Angelina; Mathews, Channing; Knox, Jerica; Mulvey, Kelly Lynn
Titel	STEM-Related Outcomes for Adolescents with Differing Perceptions of School Racial Climate: A Latent Class Analysis
Quelle	In: Science Education, 107 (2023) 3, S.651-676 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cerda-Smith, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21784
Schlagwörter	High School Students; STEM Careers; STEM Education; Student Interests; Vocational Interests; Educational Environment; Racial Factors; Academic Persistence; Racism; Group Membership; Psychological Needs; Student Satisfaction; Learner Engagement; White Students; Blacks; African American Students + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; Studieninteresse; Berufsinteresse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassismus; Gruppenzugehörigkeit; Black person; Schwarzer; African Americans; Afroamerikaner
Abstract	Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K-12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre-college racial disparities in STEM. We used latent class analysis to group adolescents based on their SRC perceptions and explored group differences in their interest in a STEM career and their belonging, psychological needs satisfaction, and engagement in STEM courses. Adolescent participants (N = 412, 50.2% female, 36.9% male, 12.9% other/not reported, M[subscript] age = 15.72 years, standard deviation = 1.24) attending five high schools in the Southeastern United States, were grouped into five classes based on their perceptions of SRC: Critical SRC (CritSRC), Average SRC, Average with Stereotyping, Positive SRC (PosSRC), and Positive with Stereotyping. Latent class membership differed by race, age, and learning environment. Results revealed that students with more positive perceptions of SRC reported greater belonging, engagement, and needs satisfaction in their STEM courses and more interest in a STEM career compared to students with CritSRC perceptions. Findings also indicated that White students were more likely than Black students to perceive a PosSRC. Recommendations for areas of future research and policy implications are discussed. (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