Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline

Research examining high school and undergraduate students has demonstrated the importance of identity formation for students’ confidence, retention, and aspirations in science. While we know some of the key predictors of science identity formation among these populations, relatively little work has...

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Autores principales:	Christopher P. Scheitle, Ellory Dabbs, Riley Darragh
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/87589e28678a4c7ca654273ab4d93037
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spelling	oai:doaj.org-article:87589e28678a4c7ca654273ab4d930372021-12-02T02:06:26ZGraduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline2158-244010.1177/21582440211060832https://doaj.org/article/87589e28678a4c7ca654273ab4d930372021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211060832https://doaj.org/toc/2158-2440Research examining high school and undergraduate students has demonstrated the importance of identity formation for students’ confidence, retention, and aspirations in science. While we know some of the key predictors of science identity formation among these populations, relatively little work has looked at these issues among graduate students. The study presented here utilizes data from a survey of over 1,300 graduate students in the United States in five disciplines: biology, chemistry, physics, psychology, and sociology. A structural equation model is estimated to assess the demographic, experiential, and disciplinary correlates of graduate student identification with science and, separately, identification with their discipline. The analysis finds that, relative to men, women have weaker identification with science but do not differ in the strength of their identification with their discipline. Experiences, such as the quality of students’ relationship with their advisor and publishing research, are positively associated with the strength of their science and disciplinary identity. Students in psychology and sociology have weaker identification with science relative to biology students, while sociology students also have weaker identification with their discipline.Christopher P. ScheitleEllory DabbsRiley DarraghSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Christopher P. Scheitle Ellory Dabbs Riley Darragh Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
description	Research examining high school and undergraduate students has demonstrated the importance of identity formation for students’ confidence, retention, and aspirations in science. While we know some of the key predictors of science identity formation among these populations, relatively little work has looked at these issues among graduate students. The study presented here utilizes data from a survey of over 1,300 graduate students in the United States in five disciplines: biology, chemistry, physics, psychology, and sociology. A structural equation model is estimated to assess the demographic, experiential, and disciplinary correlates of graduate student identification with science and, separately, identification with their discipline. The analysis finds that, relative to men, women have weaker identification with science but do not differ in the strength of their identification with their discipline. Experiences, such as the quality of students’ relationship with their advisor and publishing research, are positively associated with the strength of their science and disciplinary identity. Students in psychology and sociology have weaker identification with science relative to biology students, while sociology students also have weaker identification with their discipline.
format	article
author	Christopher P. Scheitle Ellory Dabbs Riley Darragh
author_facet	Christopher P. Scheitle Ellory Dabbs Riley Darragh
author_sort	Christopher P. Scheitle
title	Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
title_short	Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
title_full	Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
title_fullStr	Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
title_full_unstemmed	Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline
title_sort	graduate students’ identification with science: differences by demographics, experiences, and discipline
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/87589e28678a4c7ca654273ab4d93037
work_keys_str_mv	AT christopherpscheitle graduatestudentsidentificationwithsciencedifferencesbydemographicsexperiencesanddiscipline AT ellorydabbs graduatestudentsidentificationwithsciencedifferencesbydemographicsexperiencesanddiscipline AT rileydarragh graduatestudentsidentificationwithsciencedifferencesbydemographicsexperiencesanddiscipline
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Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline

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