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- W4214893513 endingPage "1464" @default.
- W4214893513 startingPage "1447" @default.
- W4214893513 abstract "Abstract Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade high school students from low‐income public schools in the United States ( N = 523, M age = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging." @default.
- W4214893513 created "2022-03-05" @default.
- W4214893513 creator A5021861895 @default.
- W4214893513 creator A5025677758 @default.
- W4214893513 creator A5036783062 @default.
- W4214893513 creator A5041945927 @default.
- W4214893513 creator A5048260695 @default.
- W4214893513 date "2022-03-03" @default.
- W4214893513 modified "2023-10-14" @default.
- W4214893513 title "The role of inclusion, discrimination, and belonging for adolescent <scp>Science, Technology, Engineering and Math</scp> engagement in and out of school" @default.
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- W4214893513 doi "https://doi.org/10.1002/tea.21762" @default.