When Black and Latino youth aspire toward careers in science and technology, their confidence in exploring career possibilities and how they think society views their ethnic-racial group can play a crucial role in whether their dreams take root.
Such is a finding of a study by UC Riverside associate professor of psychology Aerika Brittian Loyd , UCR doctoral candidate Tate LeBlanc , and co-authors published in the Journal for STEM Education Research.
Middle and high school students who voiced higher expectations of success in exploring different career paths — along with perceptions that their racial group was viewed more positively in society — were more likely to be interested in careers in science, technology, engineering, and math (STEM), the study found.
"Our goal was to better understand what shapes early STEM aspirations among youth of color," said LeBlanc, who led the study. "We found that few studies since 1999 have focused on early adolescents of color in this space — especially studies that look at ethnic identity and career expectations side by side."
Loyd said the findings highlight the importance of culturally affirming science education from an early age. That starts, she said, with representation — both in the curriculum and in the classroom.
"Who are the scientists kids are learning about? Who's teaching them about science?" Loyd asked. "If students of color only learn about white male scientists, they have to bridge that gap themselves. We can help close that gap by introducing them to a diverse group of scientists and educators who reflect their own communities."
The research draws from surveys of middle and high school students from a larger National Science Foundation-funded project that evaluated the impact of visiting an exhibit at the Griffin Museum of Science and Industry in Chicago that focused on health issues affecting the surrounding communities.
The goal of the larger study was to help students see how science could be applied to improve public health in their own neighborhoods and how STEM and health careers could empower them to make a difference. The study included 764 students, ages 11 to 17, who were surveyed about their STEM aspirations, career outcome expectations, and ethnic-racial identity.
The paper identified an indirect but powerful relationship between career exploration, social support, and identity.
Students who felt more confident in their ability to seek out information about different careers were more likely to report that their teachers, parents, and peers recognized their interest and talent in STEM. In turn, this was related to beliefs that society held positive views of their racial or ethnic group. That sense of positive regard was linked to stronger STEM aspirations.
"These ideas are connected," Loyd said. "When students feel recognized, it shapes how they think society sees them, which may strengthen their motivation to pursue these careers."
While not all students in the study expressed strong STEM aspirations, the authors found a broad base of "developing interest" across the sample. They caution against assuming low interest among underrepresented groups and instead recommend policies and curricula that nurture those early aspirations.
The paper's title is "Examining the associations between ethnic‑racial identity, career outcome expectations, and STEM aspirations among Black and Latine adolescents." Its co-authors are Juan Ramón Arvizu‑Sevilla and Bernadette Sanchez from the University of Illinois Chicago and Lauren Applebaum from the Griffin Museum of Science and Industry in Chicago.
Loyd and LeBlanc recommend that children and youth of color be introduced to STEM role models in early education; that science lessons reflect real-world challenges in students' communities; that STEM educators reflect diversity; and that exploration and creativity in science outside traditional classrooms be encouraged.
