Literature reports indicate the need to diversify STEM fields to better reflect the population in the U.S. The process by which STEM majors develop a sense of science identity (SID) is not well known. The purpose of this study is to analyze the development of science identity among freshman and senior biochemistry and chemistry majors at a primarily undergraduate institution (PUI). Research questions explored in the study include: 1) Do significant differences in mean scores of SID perceived competence (PC) and self-efficacy (SE) exist between the freshman and senior majors? 2) Do significant differences in mean scores of SID exist between the freshman and senior majors by gender, underrepresented minority (URM) status and Pell grant status? 3) Is the SID survey reliable and valid for a PUI institution? The study, a quasi experimental nonequivalent post test design, consisted of an online survey with twenty Likert-scale questions administered at the end of an academic term. Data were analyzed for comparison of means and factor analysis using SPSS™ software. Results indicate 1) mean scores for seniors were significantly higher than freshmen for SID, PC and SE; 2) there were no statistically significant differences in mean scores for self-reported SID by URM, Pell, and gender status; and 3) the SID assessment appears to be reliable for a PUI population but it’s validity in discriminating SID, PC and SE as separate factors is not as effective. This indicates that those who persist in their major tend to increase identification with the science community but this doesn’t account for those who did not persist. The instrument’s validity requires further testing to determine if it successfully discriminates between science identity, perceived competence and self-efficacy at a primarily undergraduate institution.

Cross-age study of science identity development of biochemistry and chemistry majors in a primarily undergraduate institution

ACS Spring Meeting 2021

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