Testing intersectionality of race/ethnicity × gender in a social-cognitive career theory model with science identity.

ABSTRACT: Using social-cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in science, technology, engineering, and math (i.e., STEM) majors. We examined group differences by race/ethnicity and gender to investigate potential cultural variations in a model to explain students' research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome e

SUBMITTER: Byars-Winston A 

PROVIDER: S-EPMC6318046 | biostudies-literature | 2019 Jan

REPOSITORIES: biostudies-literature