ArticleDevelopmental psychology2021
The development of science, technology, engineering, and mathematics (STEM) efficacy and identity among Mexican-origin youth across Latino/a destinations.
Article in Developmental psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 6 citations in OpenAlex.
- Cloud-connected pluripotent stem cell platform enhances scientific identity in underrepresented students.Stem cell reports · 2026Article
- Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning.Journal of youth and adolescence · 2024Article
- Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.CBE life sciences education · 2023Article
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
Persistence in high school curricula leading to science, technology, engineering, and mathematics (STEM) careers is structured by complex institutional systems, but developmental processes underlie how young people navigate these systems. This study examined differences in the development of STEM identity and efficacy during high school among Mexican-origin youth-a large and fast-growing demographic group that shows developmental assets and risks. Contextualizing development within larger community structures, this examination focused on the diverse array of destinations throughout the United States where Mexican-origin youth are living as contexts for their STEM identity and efficacy development. Drawing on a dataset integrating the High School Longitudinal study of 2009; Civil Rights Data Collection, decennial U.S. censuses, and the American Community Survey, multilevel models revealed variability in Mexican-origin math/science identity and efficacy development across destinations. Mexican-origin youth in established destinations had higher net growth in math identity but lower net growth in science efficacy than Whites in established destinations. Mexican-origin youth in new destinations followed similar trajectories as their Mexican-origin peers in established destinations but had lower net growth in science identity. Additionally, these patterns varied by immigrant generation. Mexican-origin youth who were the U.S.-born children of immigrants in established destinations had higher net growth in math identity than Whites in established destinations, but this generational group in new destinations had lower net growth in math identity, science identity, and science efficacy than these peers. These findings highlight the importance of communities and their embedded ecological contexts in shaping STEM identity and efficacy among Mexican-origin youth. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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