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Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit
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Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation.
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“This grittiness may be based on differences in motivation, as students from MGS are more likely than students from non-MGS to be driven by a commitment to family and community (41–43).”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [42]
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“For instance, in her case study of TRIO students in a learning community course at a Research 1 institution, Jehangir (2010) used multicultural curriculum and critical pedagogy to illustrate how the framework can bring “students’ narratives, stories, and lived experiences into academic spaces .”
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“That is, the experience of being a person of color from a lowincome background facilitates a commitment to remain connected to and to support family members at home (see Covarrubias & Fryberg, 2015; Jackson et al., 2016; Jehangir et al., 2015; Nelson, Englar-Carlson, Tierney, & Hau, 2006; Vasquez-Salgado et al., 2015)…”
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“Work on student affect suggests that this grittiness—defined as perseverance and passion in the pursuit of long-term goals—may spring from differences in motivation, with URM and first-generation students more likely to be driven by a commitment to help their families and broader communities than their well-represente…”
BackgroundCanning, E. A., LaCosse, J., Kroeper, K. M., & Murphy, M. C. (2019) · Social Psychological and Personality Science · doi:10.1177/1948550619882032 · Cited by 221
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Hsieh, T., Simpkins, S. D., & Eccles, J. S. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101974 · Cited by 79
“Future studies could extend our findings by incorporating other demographic characteristics that are theoretically predictive of math motivation, such as social class (Flores, 2007; Kriegbaum & Spinath, 2016), being the first person in a family to attend college (Harackiewicz, Canning, Tibbetts, Priniski, & Hyde, 2016…”
BackgroundResearch Microcultures as Socialization Contexts for Underrepresented Science Students
Thoman, D. B., Muragishi, G. A., & Smith, J. L. (2017) · Psychological Science · doi:10.1177/0956797617694865 · Cited by 52
Self-citationTen simple rules for supporting historically underrepresented students in science
Arif, S., Massey, M. D. B., Klinard, N. V., Charbonneau, J. A., Jabre, L. J., Martins, A. P. B., Gaitor, D., Kirton, R., Albury, C., & Nanglu, K. (2021) · PLoS Computational Biology · doi:10.1371/journal.pcbi.1009313 · Cited by 66
Investigation of an equity ethic in engineering and computing doctoral students
Naphan-Kingery, D. E., Miles, M. L., Brockman, A. J., McKane, R. G., Botchway, P. K., & McGee, E. O. (2019) · Journal of Engineering Education · doi:10.1002/jee.20284 · Cited by 50
“Finally, we examine how students' career interests relate to their equity ethic, or lack thereof. generally concerned with helping others and reducing inequity (Gibbs & Griffin, 2013; Jackson, Galvez, Landa, Buonora, & Thoman, 2016).”
BackgroundCobian, K. P., Hurtado, S., Romero, A. L., & Gutzwa, J. A. (2024) · PLoS ONE · doi:10.1371/journal.pone.0293953 · Cited by 67
McGee, E., Naphan‐Kingery, D. E., Miles, M., & Joseph, O. (2022) · Journal of Higher Education · doi:10.1080/00221546.2022.2031704 · Cited by 33
“This framework is grounded in research on racially minoritized STEM undergraduate (Garibay, 2018; McGee & Bentley, 2017; Jackson et al., 2016; Ortiz et al., 2020), doctoral (McGee et al., 2016; Naphan-Kingery et al., 2019) and postdoctoral scholars (Gibbs & Griffin, 2013).”
MethodMetzger, K. J., Dingel, M. J., & Brown, E. C. (2023) · CBE—Life Sciences Education · doi:10.1187/cbe.22-06-0103 · Cited by 41
“, 2021), as well as a cultural mismatch between their backgrounds and that of the department (Stephens et al., 2012; Jackson et al., 2016).”
BackgroundWhat does it mean to belong? An interdisciplinary integration of theory and research on belonging
Covarrubias, R. (2023) · Social and Personality Psychology Compass · doi:10.1111/spc3.12858 · Cited by 50
Eisen, A., & Eaton, D. C. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-03-0051 · Cited by 36
“Inclusion of such developmental opportunities should enrich the experience of those in the programs and increase the sustainability of their participation in science in general (Holtzclaw et al., 2005; Estrada-Hollenbeck et al., 2011; Jackson et al., 2016; Layton et al., 2016).”
BackgroundMontoya, L. D., Mendoza, L. M., Prouty, C. M., Trotz, M., & Verbyla, M. (2020) · Hazardous Waste · doi:10.1089/ees.2020.0148 · Cited by 28
“…and environmental justice topics into engineering education attracts URM students with altruistic values (Thoman et al., 2015), culturally connected career motives ( Jackson et al., 2016), or an aspiration to use their careers to help others and achieve social justice (McGee and Bentley, 2017).”
BackgroundBroadening Participation in the Life Sciences: Current Landscape and Future Directions
Gibbs, K. D., & Marsteller, P. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-06-0198 · Cited by 31
“For example, there is evidence that, at a population level, women and students from URM backgrounds are disproportionately motivated to pursue science because of the ability to apply scientific knowledge to real-world problems (Thoman et al., 2015; Diekman et al., 2016; Jackson et al., 2016).”
BackgroundJackson, M. C., Leal, C. C., Zambrano, J., & Thoman, D. B. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9469-3 · Cited by 34
Self-citationBeals, R., Zimny, S., Lyons, F., & Bobbitt, O. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.667869 · Cited by 45
Gulacar, O., Zowada, C., Burke, S., Nabavizadeh, A., Bernardo, A. M., & Eilks, I. (2020) · Sustainable Chemistry and Pharmacy · doi:10.1016/j.scp.2020.100232 · Cited by 30
Castillo‐Montoya, M., & Ives, J. (2021) · Journal of First-generation Student Success · doi:10.1080/26906015.2021.1890948 · Cited by 30
“First-generation college students are often motivated by pro-social learning— being able to give back to their communities (Jackson et al., 2016).”
BackgroundGrowth messages increase help-seeking and performance for women in STEM
Covarrubias, R., Laiduc, G., & Valle, I. (2019) · Group Processes & Intergroup Relations · doi:10.1177/1368430218802958 · Cited by 35
The Dynamic Nature of Interest: Embedding Interest Within Self-Regulation
Thoman, D. B., Sansone, C., & GEERLING, D. M. (2017) · Springer eBooks · doi:10.1007/978-3-319-55509-6_2 · Cited by 27
Self-citationOrganic Chemistry: A Retrosynthetic Approach to a Diverse Field
Ackerman, L. K. G., Arias‐Rotondo, D. M., Biegasiewicz, K. F., Elacqua, E., Golder, M. R., Kayser, L. V., Lamb, J. R., Le, C. M., Romero, N. A., Wilkerson‐Hill, S. M., et al. (2020) · ACS Central Science · doi:10.1021/acscentsci.0c01138 · Cited by 26
A prosocial value intervention in gateway STEM courses.
Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Lamont, L. B., Wheeler, N., Else-Quest, N. M., Priniski, S. J., Smith, J. L., Hyde, J. S., et al. (2023) · Journal of Personality and Social Psychology · doi:10.1037/pspa0000356 · Cited by 32
Self-citationSansone, C., GEERLING, D. M., Thoman, D. B., & Smith, J. L. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.006 · Cited by 24
Self-citationSutter, C. C., Hulleman, C. S., Givvin, K. B., & Tucker, M. C. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102095 · Cited by 28
Developing a Family Achievement Guilt Scale Grounded in First-Generation College Student Voices
Covarrubias, R., Landa, I., & Gallimore, R. G. (2020) · Personality and Social Psychology Bulletin · doi:10.1177/0146167220908382 · Cited by 22
“Students who experience more guilt might also endorse stronger family-based motivations for attending college, including helping family after graduating (Jackson et al., 2016; Stephens et al., 2012).”
BackgroundSelf-citationAn Examination of Inclusivity and Support for Diversity in STEM Fields
BrckaLorenz, A., Haeger, H. A., & Priddie, C. (2021) · Journal for STEM Education Research · doi:10.1007/s41979-021-00055-1 · Cited by 21
Narrating science: Can it benefit science learning, and how? A theoretical review
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“The underrepresentation of historically/currently marginalized social and cultural groups in mainstream science poses challenges to learning (e.g., Jackson et al., 2016; Harper & Kayumova, 2022; Visintainer, 2020).”
BackgroundWhat We Bring With Us: Investing in Latinx Students Means Investing in Families
Covarrubias, R. (2021) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732220983855 · Cited by 20
“…education as incompatible with their cultural backgrounds or as oppressive learning environments (Browman & Destin, 2016; Covarrubias et al., 2018, 2019; Davidson, 2017; Harper & Hurtado, 2007; Jackson et al., 2016; Jehangir, 2010; Markus, 2017; Nasir & Bang, 2012; Rendón, 1994; Thelin, 2011).”
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Hulleman, C. S., Thoman, D. B., Dicke, A., & Harackiewicz, J. M. (2017) · Springer eBooks · doi:10.1007/978-3-319-55509-6_10 · Cited by 25
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“For these students, involvement in community-engaged science early on may be especially impactful in sparking further interest, motivating students, and ultimately retaining them in STEM (Tibbetts et al. , 2016; Jackson et al. , 2016; Harackiewicz et al. , 2023).”
Choi, Y. H., Theobald, E. J., Velasco, V., & Eddy, S. L. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00526-6 · Cited by 25
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Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI
Perez, E. C., y González, E. M. G., & Hernandez, I. S. (2024) · Education Sciences · doi:10.3390/educsci14080848 · Cited by 16
“Prosocial goals positively influence interest in STEM careers for underrepresented students, and in terms of family, such goals can be particularly key for Latine STEM majors [36].”
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“…of science (i.e., how science can be used to help one’s community), for example, predicted stronger connections to science (i.e., stronger scientist identity) over time for students who held these culturally relevant motivations, namely, first-generation students of color (Jackson et al., 2016).”
Thoman, D. B., Lee, G., Zambrano, J., GEERLING, D. M., Smith, J. L., & Sansone, C. (2019) · Group Processes & Intergroup Relations · doi:10.1177/1368430219838337 · Cited by 19
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“…are especially important in developing more inclusive science learning experiences, and HEG students who enter undergraduate programs with a stronger view of science as culturally relevant to issues in their home communities develop greater science identity over time (Jackson et al., 2016).”
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Zambrano, J., Lee, G., Leal, C. C., & Thoman, D. B. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-09-0176 · Cited by 14
“…minorities (URMs; i.e., African Americans, Latinos, and Native Americans; e.g., Tyler et al. , 2006; Fryberg and Markus, 2007; Gibbs and Griffin, 2013; Smith et al. , 2014; Thoman et al. , 2015; Jackson et al. , 2016), the communal goal congruity logic has also been applied more broadly.”
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What Is the Role of Motivation in Social and Emotional Learning?
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“Jackson et al. (2016) suggested the importance of culturally connected career motives; students who believed that science can be used to help their communities were more likely to identify as scientists.”
BackgroundMixed Methods Research Centering on Minoritized Students in Higher Education: A Literature Review
Hutson, B., & He, Y. (2024) · Innovative Higher Education · doi:10.1007/s10755-024-09748-y · Cited by 21
“…focusing on Latino male college students (Garcia et al., 2017 ); “underrepresented minority (i.e., Black, Latino, and American Indian)” students who were first-generation college students (Jackson et al., 2016, p. 1) and first-generation Asian Americans and Pacific Islanders (Museus, 2011 ).”
Introducing Diversity through an Organic Approach
Nawarathne, I. N. (2019) · Journal of Chemical Education · doi:10.1021/acs.jchemed.8b00646 · Cited by 10
University Experiences of Marine Science Research and Outreach Beyond the Classroom
Sims, R. J., Tallapragada, M., Payton, T. G., Noonan, K. R., Prosser, K. L., & Childress, M. J. (2021) · Integrative and Comparative Biology · doi:10.1093/icb/icab104 · Cited by 9
“Research has shown that first-generation college students and underrepresented minority groups that traditionally have a harder time developing their science identity could benefit greatly from participating in experiential learning (Linn et al. 2015; Jackson et al. 2016).”
BackgroundThe Emory-Tibet Science Initiative: Rethinking Cross-Cultural Science and Teaching
Gray, K., & Eisen, A. (2019) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v20i1.1618 · Cited by 9
“Such connections increase motivation in learning (9).”
Moving From Passion to Purpose: A STEM-Focused After-school Program’s Influence on Purpose Outcomes
Lincoln, B., White, A. E., Lund, T. J., Liang, B., Blustein, D. L., & Barnett, G. M. (2023) · Journal of Adolescent Research · doi:10.1177/07435584231182137 · Cited by 9
“For example, Jackson et al. (2017) reported that STEM education must demonstrate compatibility with culturally relevant career goals for underrep-resented undergraduates to maintain motivation to pursue STEM careers.”
Getting it right: Teaching undergraduate biology to undermine racial essentialism
Guevara, E. E., Gopalan, S., Massey, D. J., Adegboyega, M. T., Zhou, W., Solis, A., Anaya, A., Churchill, S. E., Feldblum, J. T., & Lawler, R. R. (2023) · Biology Methods and Protocols · doi:10.1093/biomethods/bpad032 · Cited by 12
The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs
Hernandez, I. A., Segura, O. M., Gonzalez, R. A. R., Flores, L., Villodas, M. T., Sohl, C. D., Smith, J. L., & Thoman, D. B. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-01-0032 · Cited by 9
“Further, a great deal of research provides evidence that RMM students are more likely to see science as an essential aspect of their identity when they feel a connection between their culture and STEM (Smith et al. , 2014; Jackson et al. , 2016; Cech et al. , 2019).”
BackgroundSelf-citationLong-Term Retention of Diverse Paleontologists Requires Increasing Accessibility
Carter, A. M., Johnson, E. H., & Schroeter, E. R. (2022) · Frontiers in Ecology and Evolution · doi:10.3389/fevo.2022.876906 · Cited by 7
Cultivating a culture of inclusivity in heliophysics
Halford, A. J., Burrell, A. G., Liemohn, M. W., Jones, M., Maute, A., Pulkkinen, T. I., Bard, C., McGranaghan, R. M., Wilson, L. B., III, Allen, R. C., et al. (2023) · Frontiers in Physics · doi:10.3389/fphy.2023.1061683 · Cited by 7
Place-Based Case Studies: A New Approach to an Effective Teaching Practice
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“…students to state altruistic and community-oriented motivations for pursuing science, technology, engineering, and math (STEM) elds, 7,12 – 14 and yet, most graduate STEM programs include little curricular discussion of science's inequitable impacts on historically excluded…”
Foster, K., Lambert, L., Solomon, R., Perkins, H., & Masani, S. (2024) · Journal of Microbiology & Biology Education · doi:10.1128/jmbe.00137-24 · Cited by 8
“…values, interests, and societal impact) impacts their career choice, how shifting from a destina tion-driven to a purpose-driven approach informs their path, and how developing a purpose-driven lens impacts their identity formation by increasing their willingness to explore multiple paths (19–21).”
Recent Research in Science Teaching and Learning
Eddy, S. L. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-04-0056 · Cited by 5
The Role of Family, Race, and Community as Sources of Motivation for Black Students in STEM
Fries‐Britt, S., & Onuma, F. J. (2020) · Journal of Minority Achievement Creativity and Leadership · doi:10.5325/minoachicrealead.1.2.0151 · Cited by 5
The impact of field experiences in paleontology on high school learners
Lepore, T., Lundgren, L., & Lawver, D. (2023) · Journal of Geoscience education · doi:10.1080/10899995.2023.2175525 · Cited by 5
“…of security; cultural and traditional science knowledge contextualization and integration with hegemonic Eurocentric science (Apple et al., 2014; Jackson et al., 2016; Zidny et al., 2020); the availability of academic resources for adequate teacher preparation (Bizimana & Orodho, 2014); and,…”
BackgroundCastillo‐Montoya, M., & Ives, J. (2020) · New Directions for Teaching and Learning · doi:10.1002/tl.20422 · Cited by 5
Milligan‐McClellan, K. (2024) · Journal of Cellular Physiology · doi:10.1002/jcp.31352 · Cited by 7
“…(Harrison & Tanner, 2018; O'Keefe & Greenfield, 2019), lack of generational knowledge about academia (Morgan et al., 2022), discordance in the cultural upbringing of the student and academic culture (Chow ‐ Garcia et al., 2022), and much more (for a review of these, see (Jackson et al., 2016).”
From student to system change: The evolution of the utility-value intervention
Hulleman, C. S., Totonchi, D. A., Barron, K. E., Sutter, C. C., Hulleman, T., Tibbetts, Y., & Thoman, D. B. (2025) · Advances in motivation science · doi:10.1016/bs.adms.2025.02.002 · Cited by 4
Self-citationApedoe, X. S., Fu, M., Nielsen, K. M., Smith, R., & Allen, J. (2025) · Education Sciences · doi:10.3390/educsci15060726 · Cited by 5
Helping Students See and Identify Purpose and Relevance in Life Sciences Courses
Thoman, D. B., Sutter, C. C., Smith, J. L., & Hulleman, C. S. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.22-11-0242 · Cited by 4
“Likewise, students who benefit most from commu-nally oriented values are often women-identified, from mi-noritized ethnic backgrounds, or first-generation (Smith et al. , 2014; Jackson et al. , 2016; Harackiewicz et al. , 2023).”
Self-citationTekniverse: Towards a connected future for sensors, education, and action
Guler, S. D., Sotelo, S., & Iwabuchi, M. (2022) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3501712.3535291 · Cited by 4
“Alaska is experiencing tremendous climate change impacts which are altering the daily life of many residents [33].”
BackgroundNuestra Ciencia: Transforming Microbiology for Spanish-Speaking Elementary and College Students
Yep, A., Nation, J. M., Moreno, R., Martín, H. R., Torres, A., & Smet, C. D. (2021) · Integrative and Comparative Biology · doi:10.1093/icb/icab117 · Cited by 4
Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education
Worthman, C. M., Kruger, A. C., Achat‐Mendes, C., Lhamo, T., Wangyal, R., Gyatso, G., & Gray, K. (2021) · Frontiers in Communication · doi:10.3389/fcomm.2021.724114 · Cited by 4
“…environment has been associated with increased number and diversity of STEM graduates, better learning in the classroom, science experimentation, discovery, and knowledge, and ultimately more creative and skilled scientists (Hart fi eld-Méndez, 2013; Bouncken et al., 2016; Jackson et al., 2016).”
BackgroundRobles, J., Qadeer, R., Reyes Adames, T., & Naqvi, Z. (2021) · Health Equity · doi:10.1089/heq.2021.0065 · Cited by 4
“Age range 18–25 22 (71) 9 (35) 2 (29) 33 (52) 26–30 8 (26) 14 (54) 3 (43) 25 (39) > 30 1 (3) 2 (8) 1 (14) 4 (6) Race/ethnicity Black or African American 9 (29) 7 (27) 2 (29) 18 (28) Latinx 13 (42) 10 (38) 3 (43) 26 (41) Asian 5 (16) 4 (15) 2 (29) 11 (17) White 1 (3) 3 (12) 0 4 (6) Multiple race/ethnicity 3 (10) 1 (4)…”
Baskin Engineering Excellence Scholars Bridge Program: Planning, Implementation, and Evaluation
Norouzi, N., Robinson, C., Covarrubias, R., Hernandez, R., Weldegabriel, D., Benner, G., Sang, W., & Espericueta, R. (2021) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie49875.2021.9637267 · Cited by 4
Instructional support for first-generation Hispanic students during the COVID-19 pandemic
Clobes, T. A., & Alonge, H. C. (2021) · HETS Online Journal · doi:10.55420/2693.9193.v12.n1.42 · Cited by 4
“Many first-generation college students, particularly those from collectivist cultures, desire to stay connected to their families (Benigno, 2012; Covarrubias et al., 2019; Jackson et al., 2016; Jehangir, 2010; Jehangir et al., 2015; Sy & Romero, 2008; Telzer & Fulgini, 2009).”
BackgroundMolder, A. L., Anderton, B. N., Howell, E. L., Goodwin, S. S., Behrman, S. L., & Ellefson, M. (2025) · Journal of Microbiology & Biology Education · doi:10.1128/jmbe.00084-25 · Cited by 4
Covarrubias, R., Vazquez, A., Moreno, R., Estrada, J., Valle, I., & Zuniga, K. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-018-620251018 · Cited by 3
Student Motivations and Expectations for an Introductory Programming Course in Biology
Zuckerman, A. L., Vo, L., & Juavinett, A. (2024) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3626252.3630931 · Cited by 3
“Connecting disciplinary practices to student values has been shown to be especially important for students from backgrounds not well represented in science [18].”
BackgroundHow Latiné STEM Students' Identities Shaped Community Engagement: A Case Study
Alam, I., Olimpo, J. T., & Corwin, L. A. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-11-0268 · Cited by 6
“Jackson et al. (2016) found that culturally connected career goals were crucial in motivating marginalized students, especially first-generation college students, to persist in science.”
The BESST REU: Promoting soil science learning and shifts in attitudes toward science
Overbay, A., Duckworth, O. W., & Heitman, J. L. (2023) · Natural sciences education · doi:10.1002/nse2.20100 · Cited by 3
Clear Adjustment: Status Self-Concept Clarity and Emotion Regulation
Landa, I. (2021) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/wbvy-hw91 · Cited by 3
“It is possible that having greater motives to attend college for personal and familiar economic mobility (Jackson et al., 2016) increases attention to and questioning of whether one’s SES is changing (Destin et al.”
BackgroundSelf-citationA Prosocial Value Intervention in Gateway STEM CoursesPreprint
Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Priniski, S. J., Lamont, L. B., Wheeler, N. S., Else-Quest, N. M., Smith, J. L., Hyde, J. S., et al. (2023) · doi:10.31234/osf.io/9agzj · Cited by 3
Self-citationImpacts of Value Alignment for Pursuing Graduate Chemistry Research
Xia, K. T., Bumann, S., Yates, B., Toste, F. D., Francis, M. B., & Baranger, A. M. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00299 · Cited by 3
The Power of Peer Experiences: Shifts in Science Motivation and Impacts on Performance
Premo, J., Davis, W. B., & Wyatt, B. N. (2025) · CBE—Life Sciences Education · doi:10.1187/cbe.24-07-0199 · Cited by 2
“…Stephens et al. , 2012) that may conflict with stereotypes associated with a more individually oriented science discipline (Allen et al. , 2015; Jackson et al. , 2016; Boucher et al. , 2017; Belanger et al. , 2020), we predicted FGS would value factors that contribute to a cooperative…”
Kao, R. M. (2018) · The American Biology Teacher · doi:10.1525/abt.2018.80.3.228 · Cited by 2
Fuentes, A.-L., & Entezari, M. (2020) · Education Inquiry · doi:10.1080/20004508.2020.1716542 · Cited by 3
Henslee, E. A., Lowman, L. E. L., Gross, M. D., & McCauley, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--37747 · Cited by 2
An Examination of Inclusivity and Support for Diversity in STEM Fields
BrckaLorenz, A. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1431982 · Cited by 2
Bielefeldt, A. R. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--37375 · Cited by 2
“Studies have also noted high social motivations related to career goals among groups from underrepresented racial/ethnic groups [22-24].”
BackgroundPriniski, S. J., & Thoman, D. B. (2020) · OSF Preprints (OSF Preprints) · doi:10.31219/osf.io/wsx9d · Cited by 4
Self-citationBittner, N., Kennedy, R., & Parton, E. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43954 · Cited by 1
Tobler, S., & Köhler, K. (2025) · Trends in Higher Education · doi:10.3390/higheredu4040068 · Cited by 3
“Underlying reasons were associated with social and psychological barriers, including the impact of stereotype threats on attrition [6], cultural barriers [7], lack of role model identification and mentoring [8], or instructor mindset beliefs on class engagement and performance [9,10].”
Increasing Hispanic STEM Majors’ Persistence to Degree: An Initiative to Harness Family Support
Woodcock, A., Hernandez, N. M., Haddad, K., & Hernandez, P. R. (2025) · Journal of Hispanic Higher Education · doi:10.1177/15381927251392122 · Cited by 1
“Familial responsibilities also create constraints and pressures for Hispanic students, as families often do not see the compatibility or cultural relevance of studying to be a scientist or engineer with their cultural heritage (Jackson et al., 2016).”
The Cellular Construction Workshop: an integrated STEM teacher–student co-learning experience
Apedoe, X. S., Nielsen, K. M., Smith, R., Allen, J., Arriaga, S. P. S., & Kaelin, J. C. (2026) · Discover Education · doi:10.1007/s44217-026-01197-3 · Cited by 2
Soe, M. T. M., Shultz, R. B., Muscarella, J., Ward, J., & Fontecchio, A. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--29911 · Cited by 1
“The teacher has a bachelor’s degree in chemical engineering, with brief experience in industry and an extensive background in STEM education (predominantly physics and engineering).”
BackgroundInfluentialCampbell, S., & Wallace, N. V. (2024) · Issues in Science and Technology Librarianship · doi:10.29173/istl2814 · Cited by 1
Williams, D. A., Stewart, P. E., & Gordon, R. (2024) · Journal of First-generation Student Success · doi:10.1080/26906015.2024.2332234 · Cited by 2
“…college involve a host of familiar traditions, interactions, values, and meanings; these experiences help shape their identity and persona yet may cause some amount of dissonance (Covarrubias et al., 2020; Moreno, 2019) and even a cultural mismatch (Jackson et al., 2016; Stephens et al., 2012).”
Recent Research in Science Teaching and Learning
Eddy, S. L. (2019) · CBE - Life Sciences Education · doi:10.1187/cbe.19-07-0132 · Cited by 1
“, 2011) and of research experiences (Jackson et al., 2016) is a growing area of interest.”
Background
Metadata
- Authors
- Jackson, M. C., Galvez, G., Landa, I., Buonora, P., & Thoman, D. B.
- Affiliations
- California State University, Long Beach (US)
- San Diego State University (US)
- Corresponding author
- Jackson, Matthew C.
- Venue
- CBE—Life Sciences Education
- Published
- 2016-09
- Volume
- 15
- Issue
- 3
- Pages
- ar42
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC5008889
- OpenAlex
- W2507640572
- Cited by
- 128
- References
- 57
- Citations by year
- 2026: 5 · 2025: 17 · 2024: 22 · 2023: 12 · 2022: 7 · 2021: 22 · 2020: 17 · 2019: 15 · 2018: 6 · 2017: 4 · 2016: 1
- FWCI
- 21.18
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (1420271)
- National Institute of General Medical Sciences (T34GM008074, R25GM071638)
- Topics
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- underrepresented minority students, first-generation college students, cultural connections, prosocial values, ethnic differences, generational status, intersectional identities, broadening participation in STEM
- MeSH terms
- Family, Humans, Minority Groups, Surveys and Questionnaires, Science, Students, Focus Groups, Cultural Diversity
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