Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Abstract

Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and perceive that others see them, as a science kind of person. We surveyed 441 students in an ethnically diverse, low-income middle school. Gender and race/ethnicity are associated with science identity but not with discovery orientation. Structural equation model results show that the positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal. These findings advance understanding of how science attitudes and recognition may contribute to the underrepresentation of girls and/or minorities in science.

Informal Science Experiences Among Urban and Rural Youth: Exploring Differences at the Intersections of Socioeconomic Status, Gender, and Ethnicity

“…Our study provides an assessment of rural and urban youth participation in informal science learning opportunities. Most youth, for example, are curious, enjoy exploring, and thus have high levels of what Hill et al (2018) call "discovery orientation." Yet only some youth translate high discovery orientation into high science identities.…”

Are Biological Science Knowledge, Interests, and Science Identity Framed by Religious and Political Perspectives in the United States?

“…Guided by prior research and frameworks, we evaluate the extent to which politics and religion are associated with biological science knowledge, biological science interest, and general science identity. In addition, we build on prior research that has focused on trust in science to assess vaccination knowledge, curiosity, and explicit science identities (Hill et al 2017). Including a variety of measures of science topics, plus science orientation, provides a way to assess if the specific word "science," specific science topics, or general science interest are more or less shaped by the value predispositions and schemas connected to politics and religion.…”

Using a College Curriculum to Integrate Informal Science Learning Opportunities for University and Middle School Students

“…Murphy and Beggs, 2003). Early adolescence is a time when science interest and science identity decline, particularly among underrepresented groups (Blue and Gann, 2008;Hill et al, 2018;Sorge, 2007;Tan et al, 2013). As such, early adolescence is an opportune time to intervene and provide youth programming that prevents, or minimizes, such drop-offs.…”