Contemporary Educational Psychology
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.
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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
Robinson, Kristy A.; Perez, Tony; Carmel, Justin H.; and Linnenbrink-Garcia, Lisa, "Science Identity Development Trajectories in a Gateway College Chemistry Course: Predictors and Relations to Achievement and STEM Pursuit" (2019). STEMPS Faculty Publications. 302.