TY - JOUR
T1 - The role of efficacy and identity in science career commitment among underrepresented minority students
AU - Chemers, Martin M.
AU - Zurbriggen, Eileen L.
AU - Syed, Moin
AU - Goza, Barbara K.
AU - Bearman, Steve
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2011/9
Y1 - 2011/9
N2 - A web-based survey of members of the Society for the Advancement of Chicanos and Native Americans in Science tested a model that proposed that the effects of science support experiences on commitment to science careers would be mediated by science self-efficacy and identity as a scientist. A sample of 327 undergraduates and 338 graduate students and postdoctoral fellows described their science support experiences (research experience, mentoring, and community involvement); psychological variables (science self-efficacy, leadership/teamwork self-efficacy, and identity as a scientist); and commitment to pursue a career in scientific research. Structural equation model analyses supported our predictions. Among the undergraduates, science (but not leadership/teamwork), self-efficacy, and identity as a scientist fully mediated the effects of science support experiences and were strong predictors of commitment. Results for the graduate/postdoctoral sample revealed a very similar pattern of results, with the added finding that all three psychological mediators, including leadership/teamwork self-efficacy, predicted commitment.
AB - A web-based survey of members of the Society for the Advancement of Chicanos and Native Americans in Science tested a model that proposed that the effects of science support experiences on commitment to science careers would be mediated by science self-efficacy and identity as a scientist. A sample of 327 undergraduates and 338 graduate students and postdoctoral fellows described their science support experiences (research experience, mentoring, and community involvement); psychological variables (science self-efficacy, leadership/teamwork self-efficacy, and identity as a scientist); and commitment to pursue a career in scientific research. Structural equation model analyses supported our predictions. Among the undergraduates, science (but not leadership/teamwork), self-efficacy, and identity as a scientist fully mediated the effects of science support experiences and were strong predictors of commitment. Results for the graduate/postdoctoral sample revealed a very similar pattern of results, with the added finding that all three psychological mediators, including leadership/teamwork self-efficacy, predicted commitment.
UR - http://www.scopus.com/inward/record.url?scp=80052731069&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=80052731069&partnerID=8YFLogxK
U2 - 10.1111/j.1540-4560.2011.01710.x
DO - 10.1111/j.1540-4560.2011.01710.x
M3 - Article
AN - SCOPUS:80052731069
SN - 0022-4537
VL - 67
SP - 469
EP - 491
JO - Journal of Social Issues
JF - Journal of Social Issues
IS - 3
ER -
