Cargando…

Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence

Student self-perception is related to persistence in science. Yet how self-perception develops over time is less clear. We examined student self-perception trajectories and their relationship with gender, persons excluded due to ethnicity or race (PEER) status, and first-generation college student (...

Descripción completa

Detalles Bibliográficos
Autores principales: Cole, Megan F., Beck, Christopher W.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9582810/
https://www.ncbi.nlm.nih.gov/pubmed/35998158
http://dx.doi.org/10.1187/cbe.21-12-0326
_version_ 1784812926485397504
author Cole, Megan F.
Beck, Christopher W.
author_facet Cole, Megan F.
Beck, Christopher W.
author_sort Cole, Megan F.
collection PubMed
description Student self-perception is related to persistence in science. Yet how self-perception develops over time is less clear. We examined student self-perception trajectories and their relationship with gender, persons excluded due to ethnicity or race (PEER) status, and first-generation college student (FGCS) status across a yearlong introductory biology sequence. While we found similar rates of change in self-efficacy and science identity for all groups, females and PEER students had lower initial scores that failed to “catch up” to male and non-PEER scores by the end of the year. Students grouped into either high and stable or lower and decreasing trajectories for scientific community values, with first-generation college students overrepresented in the latter group. Additionally, we found no evidence for intersectionality of subgroups. We did find evidence that the relationship between gender and PEER status and science identity is likely mediated via self-efficacy. Taken together, our results suggest that introductory biology students develop self-efficacy and science identity at similar rates regardless of gender, PEER status, or FGCS status and that interventions targeting scientific community values for all students and self-efficacy of female and PEER students may be fruitful areas to pursue to increase persistence of students in the sciences and to reduce score differences between groups.
format Online
Article
Text
id pubmed-9582810
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher American Society for Cell Biology
record_format MEDLINE/PubMed
spelling pubmed-95828102022-11-01 Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence Cole, Megan F. Beck, Christopher W. CBE Life Sci Educ General Essays and Articles Student self-perception is related to persistence in science. Yet how self-perception develops over time is less clear. We examined student self-perception trajectories and their relationship with gender, persons excluded due to ethnicity or race (PEER) status, and first-generation college student (FGCS) status across a yearlong introductory biology sequence. While we found similar rates of change in self-efficacy and science identity for all groups, females and PEER students had lower initial scores that failed to “catch up” to male and non-PEER scores by the end of the year. Students grouped into either high and stable or lower and decreasing trajectories for scientific community values, with first-generation college students overrepresented in the latter group. Additionally, we found no evidence for intersectionality of subgroups. We did find evidence that the relationship between gender and PEER status and science identity is likely mediated via self-efficacy. Taken together, our results suggest that introductory biology students develop self-efficacy and science identity at similar rates regardless of gender, PEER status, or FGCS status and that interventions targeting scientific community values for all students and self-efficacy of female and PEER students may be fruitful areas to pursue to increase persistence of students in the sciences and to reduce score differences between groups. American Society for Cell Biology 2022 /pmc/articles/PMC9582810/ /pubmed/35998158 http://dx.doi.org/10.1187/cbe.21-12-0326 Text en © 2022 M. F. Cole and C. W. Beck. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/4.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License.
spellingShingle General Essays and Articles
Cole, Megan F.
Beck, Christopher W.
Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title_full Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title_fullStr Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title_full_unstemmed Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title_short Developmental Trajectories of Student Self-Perception over a Yearlong Introductory Biology Sequence
title_sort developmental trajectories of student self-perception over a yearlong introductory biology sequence
topic General Essays and Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9582810/
https://www.ncbi.nlm.nih.gov/pubmed/35998158
http://dx.doi.org/10.1187/cbe.21-12-0326
work_keys_str_mv AT colemeganf developmentaltrajectoriesofstudentselfperceptionoverayearlongintroductorybiologysequence
AT beckchristopherw developmentaltrajectoriesofstudentselfperceptionoverayearlongintroductorybiologysequence