Faculty Sponsor, if applicable
Christine Reyna, PhD
Women from all ethnic groups are underrepresented in the science fields (NSF, 2015). Prior research suggests that science self-efficacy and identity play a role in the pursuit and commitment of science education and careers among women (Carole & Johnson, 2007). Family support positively impacts minority women’s ethnic/racial identity formation and academic outcomes (Umaña-Taylor, et al., 2006) however, less is known about the impact of family encouragement on science self-efficacy. The purpose of this study is to examine the relationship between family recognition and science self-efficacy among college women. Participants were 129 college women enrolled at a private Midwestern University and were asked to complete an online survey about their identity, experiences in science, and science self-efficacy. Both the science self-efficacy scale (α = .94) and measures of family perceptions and support were from a larger measure of science identity (Cole, 2012), and were measured using a 7-point scale: 1 (strongly disagree) to 7 (strongly agree). For each ethnic group, Pearson bivariate correlations were conducted between science self-efficacy and family recognition items. Findings indicated positive relationship between science self-efficacy and family recognition for women. Family support may be an important consideration in the development of interventions to promote young women in science.
Type of Research
Community Concentration, Undergraduate Student - Independent Study, McNair Scholar