CAREER: Promoting Equitable and Inclusive STEM Contexts in High School

In this study, high school students (N = 242) 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.
PI: Kelly Lynn Mulvey, North Carolina State University