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

Authors

Patricia Wonch Hill, University of Nebraska - LincolnFollow
Julia McQuillan, University of Nebraska - LincolnFollow
Amy Spiegel, University of Nebraska-LincolnFollow
Judy Diamond, University of Nebraska-LincolnFollow

Date of this Version

2-2018

Citation

Published in final edited form as: Sociol Perspect. 2018 February ; 61(1): 99–125.

doi:10.1177/0731121417724774.

Comments

First published by SAGE Publications. This is the HHS Public Access Author manuscript.

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.