Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students (N = 21,170; 50% girls) from 9^th grade to three years post-high school and the variability within each racial/ethnic group based on gender and college generational status. Contrary to the literature, students’ science identities increased over time, and the increases were larger for potential first- versus continuing-generation White students. Potential continuing-generation boys had stronger 9^th grade science identities than potential first-generation girls in all groups except Asians. The findings suggest who might benefit from additional supports within each racial/ethnic group.

尽管青少年的科学认同信念预测了积极的 STEM 结果，但研究人员尚未检查种族/民族群体内的发育差异，尽管此类研究存在理论论据。目前的研究检查了黑人 (14%)、拉丁裔 (22%)、亚洲 (4%) 和白人 (52%) 学生（N  = 21,170；50% 的女孩）从 9^年级到三年后的科学认同轨迹-高中和基于性别和大学代际地位的每个种族/族裔群体内的可变性。与文献相反，学生的科学身份随着时间的推移而增加，并且对于潜在的第一代和继续一代白人学生的增加幅度更大。潜在的连续一代男孩有更强的 9 ^th在除亚洲人之外的所有群体中，他们的科学身份高于潜在的第一代女孩。研究结果表明，谁可能会从每个种族/族裔群体的额外支持中受益。