A latent class analysis of cultural wealth: insights into academic success in introductory biology at a Hispanic-serving institution.

Abstract

Success in STEM majors often depends on students' ability to navigate gateway courses, such as introductory biology, which establishes foundational knowledge and predicts retention in the major. However, disparities in performance within these courses often reflect systemic inequities rather than differences in ability. This study explores the role of cultural wealth, as defined by Yosso's Community Cultural Wealth (CCW) framework, in shaping academic outcomes. Using data from 518 biology majors at a Hispanic-serving institution, we employed latent class analysis to identify distinct subgroups of students based on their cultural wealth profiles. Four latent classes emerged, characterized by varying levels of engagement across the CCW dimensions. Class 1 exhibited the highest cultural wealth but did not achieve the highest grades, highlighting the potential influence of unexamined mediators. Class 2, with moderate responses across dimensions, achieved the highest grades, suggesting a potential interaction of cultural wealth and external supports. Classes 3 and 4, with lower overall cultural wealth, exhibited lower academic performance. These findings reveal the complex interplay between cultural wealth and academic success in biology education.