The DOI matches its Crossref record; 54 of the 57 references it cites were found in a registry or an index.
Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit
Open accessAbstract
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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Cites
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Cited by
Sorted by citations
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387
First-Generation College Students as Academic Learners: A Systematic Review
Ives, J., & Castillo‐Montoya, M. (2020) · Review of Educational Research · doi:10.3102/0034654319899707 · Cited by 339
“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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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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