Science Self-Efficacy and Identity among College Women: Recognition from Family

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.https://via.library.depaul.edu/psychologynight/1104/thumbnail.jp