Document Type

Article

Publication Date

2019

DOI

10.1016/j.cedpsych.2019.01.004

Publication Title

Contemporary Educational Psychology

Volume

56

Pages

180-192

Abstract

This 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.

Rights

© 2019 Elsevier Inc. All rights reserved.

This manuscript version is made available under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC-BY-NC-ND 4.0) license.

Original Publication Citation

Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180-192. https://doi.org/10.1016/j.cedpsych.2019.01.004

ORCID

0000-0002-2008-2555 (Perez)

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