Patterns of ethnic-racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of color.

IF 3.2 2区心理学 Q1 ETHNIC STUDIES

Cultural Diversity & Ethnic Minority Psychology Pub Date : 2024-09-30 DOI:10.1037/cdp0000716

Channing J Mathews, Jacqueline Cerda-Smith, Angelina Joy, Jerica L Knox, Josefina Bañales, Michael Medina, Kelly Lynn Mulvey

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引用次数: 0

Abstract

Objectives: Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers.

Method: Latent class analysis and analysis of variance were used with a predominately Black and Latinx sample (N = 265, M_age = 15.83, SD = 1.35; 49% female).

Results: Four classes emerged. Members of the naïve affirmed advocates class had significantly higher STEM engagement than the disillusioned class. Youth in the affirmed and critical class reported the highest perceptions of STEM-related career barriers, followed by the affirmed advocates class.

Conclusions: Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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民族-种族身份和批判意识的模式，以及与科学、技术、工程和数学参与和感知障碍的关联：对有色人种青少年的潜类分析。

目的：尽管有大量研究强调民族-种族认同（ERI）和批判意识（CC）有助于取得积极的学业成绩，但很少有研究探讨这些文化资产在影响有色人种青少年参与科学、技术、工程和数学（STEM）学习以及对STEM学习障碍的看法方面可能发挥的作用。这项研究探讨了少数种族青少年的 ERI 和 CC 模式与 STEM 参与度以及对 STEM 职业和教育障碍的看法之间的关系：方法：对以黑人和拉丁裔为主的样本（N = 265，Mage = 15.83，SD = 1.35；49% 为女性）进行潜类分析和方差分析：结果：出现了四个等级。天真肯定倡导者班级的成员对 STEM 的参与度明显高于幻想破灭班级。在肯定和批评类中，青少年对 STEM 相关职业障碍的认知度最高，其次是肯定倡导类：研究结果强调了ERI和CC之间的重要联系，它们是促进少数种族青少年参与STEM学习的重要因素，并提高了他们对STEM相关障碍的认识，这可能有助于他们做好准备，迎接未来的STEM挑战。(PsycInfo Database Record (c) 2024 APA, all rights reserved）。

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来源期刊

Cultural Diversity & Ethnic Minority Psychology Multiple-

CiteScore

5.90

自引率

6.10%

发文量

101

期刊介绍： Cultural Diversity & Ethnic Minority Psychology seeks to publish theoretical, conceptual, research, and case study articles that promote the development of knowledge and understanding, application of psychological principles, and scholarly analysis of social–political forces affecting racial and ethnic minorities.