Abstract:With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ self-efficacy for science, interest in science, and future plans to pursue science pathways. However, our understanding of these motivational constructs has largely been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic an… Show more
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