Am I a Science Person? A Strong Science Identity Bolsters Minority Students' Sense of Belonging and Performance in College. (April 2021)

• Record Type: Journal Article
• Authors: Chen, Susie; Binning, Kevin R.; Manke, Kody J.; Brady, Shannon T.; McGreevy, Erica M.; Betancur, Laura; Limeri, Lisa B.; Kaufmann, Nancy
• Is Part Of: Personality & social psychology bulletin. Volume 47:Number 4(2021)
• Page Start: 593
• Page End: 606
• Publication Date: 2021-04
• Subjects: science identity -- belonging -- minority -- threat -- performance; Personality -- Periodicals; Social psychology -- Periodicals; 302
• DOI: 10.1177/0146167220936480
• Languages: English
• ISSNs: 0146-1672

Abstract

Identifying as a "science person" is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes ( Ns = 368, 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses. Practical and theoretical implications are discussed.