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Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants
Open accessAbstract
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 (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
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“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]
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Improving Underrepresented Minority Student Persistence in STEM
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Metadata
- Authors
- Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S.
- Affiliations
- University of California, Los Angeles (US)
- 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
- 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 › Psychology › Applied Psychology › 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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