This study is part of a larger research that explores the creation of an instrument to capture the social and cultural factors that affect Black students’ persistence in STEM. Most research on self-efficacy in the science education literature were either done at predominantly White institutions, during summer programs for students of color, or on predominantly White populations. This study provides insights into self-efficacy indicators at an institution that was specifically created to consider the social, cultural, and historical implications for educating Blacks in STEM. One hundred sixty-four undergraduate students enrolled in an introductory biology course at an Historically Black College and University completed a questionnaire. The survey addressed the hypothesized factors—expectancy, self-efficacy, familial self-efficacy, cognitive self-efficacy, and commitment. The results highlight the importance of science identity and familial sources of vicarious experiences as important indicators of persistence and performance in STEM. The importance of social and cultural factors for Black students’ persistence in STEM is underscored.

这项研究是一项较大研究的一部分，该研究探索了一种工具的创建，以捕获影响黑人学生坚持STEM的社会和文化因素。在科学教育文献中，大多数关于自我效能的研究都是在白人学校，针对有色学生的夏季课程中进行的，或者在白人人群中进行的。这项研究为专门研究黑人在STEM中教育的社会，文化和历史意义的机构提供了自我效能指标的见解。在历史悠久的黑人学院和大学攻读生物学入门课程的164名本科生完成了调查表。该调查研究了假设的因素-预期，自我效能感，家庭自我效能感，认知自我效能感和承诺。结果突出了科学认同和替代经验的家族来源作为STEM坚持和表现的重要指标的重要性。强调了社会和文化因素对于黑人学生坚持STEM的重要性。