How STEM Fields Can Foster A Sense Of Belonging For Minority And First-Gen Students

By Emily Reynolds Fostering a positive identification with science is an important part of many programmes trying to make STEM more diverse. This is vital, as underrepresented groups may be faced with cultural stereotypes about science: that scientists are mainly White men, for example. These kinds of experiences can reinforce inequalities: governmental research from 2019, for example, found that girls were far less likely to see themselves as good at science-related subjects, and enjoyed them less — despite outperforming their male peers at exams. . Identifying as a ‘”science person” might also help other groups currently underrepresented in STEM. A new study in Personality and Social Psychology Bulletin suggests that a strong scientific identity can foster belonging and help first-generation and Black and minority ethnic university students feel more at home in the classroom. Susie Chen from the University of Pittsburgh and colleagues first looked at whether science identification was predictive of academic performance. On the night before an exam, 368 students enrolled in an Introductory Biology course were emailed a survey asking how much they agreed with statements including “I am a science person”. The team also looked at participants’ course grade and general academic history. Results confirmed that those who identified more as a science person achieved higher grades. But the impact of science identification was greater for minority (Black and mi...
Source: BPS RESEARCH DIGEST - Category: Psychiatry & Psychology Authors: Tags: Educational Source Type: blogs