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<p>Despite facing systemic and persistent exclusion from STEM careers, Black and Latine youth show rising STEM aspirations during adolescence under certain conditions. Guided by meaning-making and career development perspectives, this study explores how ethnic-racial identity and career outcome expectations predict STEM aspirations among Black and Latine youth through testing of individually and ecologically driven path models. We examined survey data from an analytic sample of 764 adolescents (60% Latine, 40% Black; 56% girls). The individually driven model offered a better fit for the data. Career outcome expectations were consistently linked, both directly and indirectly (e.g., via STEM social recognition), with STEM aspirations. Findings suggest that Black and Latine youths’ expectations for success in their career exploration may crystallize earlier in development (e.g., childhood), indicating the need for culturally affirming STEM education to be offered prior to adolescence. Directions for future research are discussed.</p>

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Examining the Associations Between Ethnic-Racial Identity, Career Outcome Expectations, and STEM Aspirations Among Black and Latine Adolescents

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月23日

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  • Tate LeBlanc,
  • Juan Ramón Arvizu-Sevilla,
  • Aerika Brittian Loyd,
  • Bernadette Sánchez,
  • Lauren Applebaum

摘要

Despite facing systemic and persistent exclusion from STEM careers, Black and Latine youth show rising STEM aspirations during adolescence under certain conditions. Guided by meaning-making and career development perspectives, this study explores how ethnic-racial identity and career outcome expectations predict STEM aspirations among Black and Latine youth through testing of individually and ecologically driven path models. We examined survey data from an analytic sample of 764 adolescents (60% Latine, 40% Black; 56% girls). The individually driven model offered a better fit for the data. Career outcome expectations were consistently linked, both directly and indirectly (e.g., via STEM social recognition), with STEM aspirations. Findings suggest that Black and Latine youths’ expectations for success in their career exploration may crystallize earlier in development (e.g., childhood), indicating the need for culturally affirming STEM education to be offered prior to adolescence. Directions for future research are discussed.