Fostering Science Identity for Latino High School Students

Abstract

High school plays a key role in raising Latino students’ science identity. Using the 2009 High School Longitudinal Study (HSLS:09) data from National Center Education Statistics (n = 1,658), this study investigates ecological systems influencing Latino students’ development of science identity in the ninth grade. Parental involvement in school, peer networks and the science classroom environment was found to have a vital direct and indirect relationship with the development of ninth grade Latinos science identity. The results of this study and their implications are relevant to current policy and practice.