The DOI matches its Crossref record; 72 of the 76 references it cites were found in a registry or an index.
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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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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Cites
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Steele, C. M. (1997) · American Psychologist · doi:10.1037/0003-066x.52.6.613 · Cited by 6,770
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Carlone, H. B., & Johnson, A. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20237 · Cited by 2,433
Flagged first, then by citations
4 of the 76 references couldn’t be matched to a known paper.
Research works printed but not linked: 7
- Anaya, G., & Cole, D. G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development, 42 (1), 3–14.
- Aronson, J., & Salinas, M. F. (1997). Stereotype threat, attributional ambiguity, and Latino underperformance. Unpublished manuscript, University of Texas, Austin.
- Center for Institutional Data Exchange and Analysis. (2000). 1999-2000 SMET retention report. Norman: University of Oklahoma.
- Keup, J. R., & Stolzenberg, E. B. (2004). Your first college year survey: Exploring the academic and personal experiences of first-year students. Columbia: University of South Carolina, National Resource Center for the First Year Experience and Students in Transition.
- Sax, L. J., Hurtado, S., Lindholm, J., Astin, A. W., Korn, W., & Mahoney, K. (2004). The American freshman: National norms for fall 2004. Los Angeles: Higher Education Research Institute.
- Sullivan Commission. (2004). Missing persons: Minorities in the health professions. Retrieved March 2006, from http://www.sullivancommission.org
- 10.7208/chicago/9780226922461.001.0001 · DOI
Cited by
Sorted by citations
Improving Underrepresented Minority Student Persistence in STEM
Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., Hurtado, S., John, G. H., Matsui, J., McGee, R., et al. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0038 · Cited by 793
Self-citationOng, M., Smith, J. M., & Ko, L. T. (2018) · Journal of Research in Science Teaching · doi:10.1002/tea.21417 · Cited by 613
Estrada, M., Hernandez, P. R., & Schultz, P. W. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-04-0066 · Cited by 507
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014) · Journal of Research in Science Teaching · doi:10.1002/tea.21146 · Cited by 506
Self-citationXie, Y., Fang, M., & Shauman, K. A. (2015) · Annual Review of Sociology · doi:10.1146/annurev-soc-071312-145659 · Cited by 514
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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