Gabriela Chavira

Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on grade point average (GPA) in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students.

The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)‐informed undergraduate research experience. Twenty students (12 female, 8 male; M age = 22.00; SD = 2.77) enrolled in biomedical‐related majors at a 4‐year university responded to open‐ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement , (2) gradual achievement , (3) achievement adjustment , and (4) never reach achievement . The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are “a scientist”). Our results provide evidence of the positive, longitudinal impact that a CRT‐informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long‐term Latinx student participation in the biomedical sciences are discussed.