Testing Intersectionality of Race/Ethnicity * Gender in an SCCT Model with Science Identity. Byars-Winston, A. & Rogers, J. G. Journal of counseling psychology, 66(1):30–44, January, 2019. ![Testing Intersectionality of Race/Ethnicity * Gender in an SCCT Model with Science Identity [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Using social cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in STEM majors. We examined group differences by race/ethnicity*gender to investigate potential cultural variations in a model to explain students’ research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with three of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity*gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported and most paths did not vary significantly across four race/ethnicity*gender groups except for three paths. Research and practice implications of the findings for supporting research career intentions of culturally diverse undergraduate students are discussed.
@article{byars-winston_testing_2019,
title = {Testing {Intersectionality} of {Race}/{Ethnicity} * {Gender} in an {SCCT} {Model} with {Science} {Identity}},
volume = {66},
issn = {0022-0167},
url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318046/},
doi = {10.1037/cou0000309},
abstract = {Using social cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in STEM majors. We examined group differences by race/ethnicity*gender to investigate potential cultural variations in a model to explain students’ research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with three of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity*gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported and most paths did not vary significantly across four race/ethnicity*gender groups except for three paths. Research and practice implications of the findings for supporting research career intentions of culturally diverse undergraduate students are discussed.},
number = {1},
urldate = {2022-09-09},
journal = {Journal of counseling psychology},
author = {Byars-Winston, Angela and Rogers, Jenna Griebel},
month = jan,
year = {2019},
pmid = {30284846},
pmcid = {PMC6318046},
pages = {30--44},
}
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Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with three of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity*gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported and most paths did not vary significantly across four race/ethnicity*gender groups except for three paths. 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We examined group differences by race/ethnicity*gender to investigate potential cultural variations in a model to explain students’ research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with three of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity*gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported and most paths did not vary significantly across four race/ethnicity*gender groups except for three paths. 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