The university environment in science can feel unwelcoming for ethnic underrepresented minority (URM) students due to cultural incongruity. Thus, it can be difficult for a Latino student—seeking congruity in social and value domains—to develop a coherent identity as both an ethnic minority and as an emerging scientist. Using longitudinal archival data spanning an academic year, the proposed study sought to examine whether and how motivational experiences for freshmen and sophomores contribute to identity processes, specifically among Latinos in science education. Current hypotheses were mostly unsupported, but unexpected findings suggests there is room to explore a differential influence of Social Congruity and Value Congruity on two components of Identity Integration: Conflict and Closeness. Greater Social and Value Congruity at the beginning of the academic semester independently and positively predicted greater Conflict and Closeness at the end of the same semester, respectively. Potential interpretations and implications are discussed.
|Commitee:||Jackson, Matthew C., Pedersen, William, Thoman, Dustin B.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 55/05M(E), Masters Abstracts International|
|Subjects:||Social psychology, Educational psychology|
|Keywords:||Congruity, Culture, Engagement, Identity integration, Latinos, Motivation|
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