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Cultivating science identity through sources of self-efficacy

Cultivating science identity through sources of self-efficacy PurposeIn an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue STEM pathways, what we offer is an examination of literature that focuses on identity. More specifically, we present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. We, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students.Design/methodology/approachThe conceptual framework utilized for this article is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity—self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g., cognitive, affective, and biological), and external environment (Bandura, 1986). FindingsDeveloping an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully. Originality/valueN/A http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Cultivating science identity through sources of self-efficacy

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References (54)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-01-2016-0014
Publisher site
See Article on Publisher Site

Abstract

PurposeIn an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue STEM pathways, what we offer is an examination of literature that focuses on identity. More specifically, we present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. We, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students.Design/methodology/approachThe conceptual framework utilized for this article is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity—self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g., cognitive, affective, and biological), and external environment (Bandura, 1986). FindingsDeveloping an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully. Originality/valueN/A

Journal

Journal for Multicultural Education – Emerald Publishing

Published: Aug 8, 2016

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