Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants

Chang, Mitchell J.; Eagan, M. Kevin; Lin, Monica H.; Hurtado, Sylvia

doi:10.1353/jhe.2011.0030

Cited by 330Career Development and DiversityHigher Education Research StudiesCritical Race Theory in Education

Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants

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Chang, Mitchell J., Eagan, M. Kevin, Lin, Monica H., Hurtado, Sylvia·2011·The Journal of Higher Education

DOI 10.1353/jhe.2011.0030PMC PMC3516862

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Abstract

This longitudinal study examined whether the combination of having negative racial interactions and identifying with one's domain of study affects underrepresented racial minority freshmen. In line with stereotype threat theory, students reporting higher levels of this combination of experiences and attributes were significantly less likely to persist in their intended biomedical or behavioral science major.

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Having a strong science identity plays an important role in student involvement, persistence, and career selection.
“Having a strong science identity plays an important role in student involvement, persistence, and career selection (Carlone & Johnson, 2007; Chang et al., 2011; Williams & George-Jackson, 2014).”
From "It Just Makes It Feel Like You're Not Alone": A Qualitative Study of a Social Support Group for High-Achieving, Low-Income STEM Majors (2024) · cites this paper as Chang et al., 2011
The Results and Discussion (page unavailable) report that stronger identification with biomedical and behavioral science goals was associated with greater first-year persistence in an intended major, particularly among students with fewer negative racial experiences. The paper does not establish that science identity affects student involvement or career selection; its findings concern persistence among underrepresented minority students who had already intended to pursue these majors. (LLM, conf=0.86)
Experimental — accuracy not yet measured
The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major.
“The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major [38], [46].”
From Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program (2014) · cites this paper as [46]
The “Biomedical and Behavioral Science Persistence and Identity” section (page unavailable) suggests that well-structured undergraduate research can help URM students develop a science identity and, in turn, improve their chances of persisting in a biomedical or behavioral science (BBS) field. The Discussion (page unavailable) links domain identification to BBS-major persistence. The paper does not specifically establish that an early research experience catalyzes initial identity development, and its discussion concerns URM students in BBS fields rather than STEM majors generally. (LLM, conf=0.83)
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Authors: Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S.
Affiliations: University of California, Los Angeles (US)
ORCID: Eagan, M. Kevin
Hurtado, Sylvia
Venue: The Journal of Higher Education
Publisher: Informa UK Limited
Published: 2011-09
Volume: 82
Issue: 5
Pages: 564-596
ISSN: 0022-1546 (ISSN-L)
1538-4640
DOI: 10.1353/jhe.2011.0030
PMC: PMC3516862
OpenAlex: W2113237143
Cited by: 330
References: 76
Citations by year: 2026: 13 · 2025: 17 · 2024: 32 · 2023: 24 · 2022: 54 · 2021: 32 · 2020: 27 · 2019: 34 · 2018: 24 · 2017: 17 · 2016: 19 · 2015: 10 · 2014: 10 · 2013: 6 · 2012: 4
FWCI: 18.08
Type: journal article
Language: en
Open access: bronze
doi.org
Locations: The Journal of Higher Education (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Project Muse (Johns Hopkins University) (submittedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Funders: National Institutes of Health
National Institute of General Medical Sciences (R01GM071968)
Topics: Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords: racial stigma, science identity, stereotype threat, persistence, first-generation college students, racial interaction, first-year students, college major choice

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Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants

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