Publications by authors named "Jacqueline Cerda-Smith"
Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one's abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents' (N = 285, 56.
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- This study investigates how adolescents perceive unfair treatment from teachers and peers in STEM classes, involving 577 ninth and tenth graders from public schools in the Southeastern U.S.
- Participants recognized unfair behavior as wrong, showing differences in their responses based on their gender and grade level, with a greater tendency to confront peers over teachers.
- The research emphasizes the need to address unfair treatment in STEM environments to promote inclusivity and help students persist in these fields.
Article Synopsis
- The study investigates how ethnic-racial identity (ERI) and critical consciousness (CC) influence engagement in STEM fields and perceptions of barriers faced by youth of color.
- Latent class analysis was performed on a sample primarily composed of Black and Latinx youths to categorize their patterns of ERI and CC.
- Results reveal distinct groups with varying levels of STEM engagement and perceptions of career barriers, emphasizing the importance of ERI and CC in fostering academic success in STEM and addressing challenges for racially minoritized youth.
Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society.
View Article and Find Full Text PDFAdolescents use social identities and reasoning to make peer inclusion and attribution decisions. School climate plays a role in these decisions. Thus, this study analyzed how school racial climate and STEM (science, technology, engineering, and math) classroom climate were associated with the choices of adolescents (N = 294; M = 15.
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