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    EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION

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    TETDEDXChang-temple-0225E-12198.pdf
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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Chang, Briana L.
    Advisor
    Jordan, Will J.
    Committee member
    Cromley, Jennifer
    Klugman, Joshua
    Lombardi, Doug, 1965-
    Thurman, S. Kenneth
    Department
    Urban Education
    Subject
    Education
    Education, Sociology of
    Education, Secondary
    Racialized Tracking
    Science Engagement
    Science Identity
    Science Self-efficacy
    Segregation
    Stem Career Aspirations
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2681
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2663
    Abstract
    Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students’ connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students’ junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools’ placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students’ schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students’ ratings and aspirations were largely on par or exceeded those of their White counterparts. In addition, results indicated that racialized tracking served to exacerbate gaps for Hispanic students and may also diminish career aspirations for Black students. Finally, while examining effects by race/gender did provide some additional insight and nuance in the interpretation of these results, there were clear instances where these more detailed analyses were not needed or may have obscured results that were clearer when aggregated by race. Given these results, implications for policy, practice, and future research are discussed.
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