"I Definitely Feel Like a Scientist": Exploring Science Identity Trajectories among Latinx Students in a Critical Race Theory-Informed Undergraduate Research Experience

Autor/inn/en	Vasquez-Salgado, Yolanda; Camacho, Tissyana C.; López, Isabel; Chavira, Gabriela; Saetermoe, Carrie L.; Khachikian, Crist
Titel	"I Definitely Feel Like a Scientist": Exploring Science Identity Trajectories among Latinx Students in a Critical Race Theory-Informed Undergraduate Research Experience
Quelle	In: Infant and Child Development, 32 (2023) 3, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasquez-Salgado, Yolanda) ORCID (Camacho, Tissyana C.) ORCID (López, Isabel) ORCID (Chavira, Gabriela) ORCID (Saetermoe, Carrie L.) ORCID (Khachikian, Crist)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2371
Schlagwörter	Hispanic American Students; Undergraduate Students; Student Research; Self Concept; Science Education; Critical Race Theory; Sciences; Scientists + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studentenforschung; Selbstkonzept; Naturwissenschaftliche Bildung; Science; Wissenschaft; Scientist; Wissenschaftler
Abstract	The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M[subscript age] = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) "consistent or fast achievement," (2) "gradual achievement," (3) "achievement adjustment," and (4) "never reach achievement." The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are "a scientist"). Our results provide evidence of the positive, longitudinal impact that a CRT-informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long-term Latinx student participation in the biomedical sciences 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