Barbara K. Goza’s research while affiliated with University of California, Santa Cruz and other places

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Publications (5)


The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences
  • Preprint

October 2018

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65 Reads

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3 Citations

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Eileen L. Zurbriggen

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Martin M. Chemers

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[...]

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We report results from two studies testing the Mediation Model of Research Experiences (MMRE), which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self-efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre-post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self-efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self-efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among white and underrepresented minority undergraduate students.


The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

October 2018

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343 Reads

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80 Citations

Analyses of Social Issues and Public Policy

We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.


Figure 2: Mentoring clusters at Time 1 and Time 2.  Note. Paths shown and labeled were the most frequently occurring (capturing 72% of the sample) and were the ones used in subsequent analyses. The remaining 28% of the sample showed more idiosyncratic change (Ns ≤ 10). “High” indicates high contact and high importance; “Moderate” indicates moderate contact and moderate importance; “Low” indicates low contact and low importance; “Not Important” indicates high contact and low importance; “No Contact” indicates low contact and high importance.
Figure 3: Change over time in identity as science student, as moderated by change in mentor clusters.
Means and Standard Deviations for All Study Variables
Individual Differences in Preferences for Matched-Ethnic Mentors Among High-Achieving Ethnically Diverse Adolescents in STEM
  • Article
  • Full-text available

April 2012

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365 Reads

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57 Citations

Child Development

This short-term longitudinal study examined (a) adolescents' contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age = 15.82) attending a 4-week science education program. Cluster analyses indicated that at Time 1, underrepresented ethnic minorities were more often in the cluster defined by feelings of importance of having a matched-background mentor but not having much contact. Perceptions of contact increased over time for these students and were associated with increased feelings of identity as a science student. The results suggest the need for attending to individual differences in students' preferences for matched-background mentors.

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Figure 1: Mediation model of the effects of science support experiences, adapted from Chemers et al. (2010).
Means, Standard Deviations, and Bivariate Correlations; Graduate Student/ Postdoctoral Fellow Sample
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students

September 2011

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8,456 Reads

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606 Citations

Journal of Social Issues

A web-based survey of members of the Society for the Advancement of Chicanos and Native Americans in Science tested a model that proposed that the effects of science support experiences on commitment to science careers would be mediated by science self-efficacy and identity as a scientist. A sample of 327 undergraduates and 338 graduate students and postdoctoral fellows described their science support experiences (research experience, mentoring, and community involvement); psychological variables (science self-efficacy, leadership/teamwork self-efficacy, and identity as a scientist); and commitment to pursue a career in scientific research. Structural equation model analyses supported our predictions. Among the undergraduates, science (but not leadership/teamwork), self-efficacy, and identity as a scientist fully mediated the effects of science support experiences and were strong predictors of commitment. Results for the graduate/postdoctoral sample revealed a very similar pattern of results, with the added finding that all three psychological mediators, including leadership/teamwork self-efficacy, predicted commitment.


Figure 1. 
Developing Effective P-20 Partnerships to Benefit Chicano/Latino Students and Families

October 2009

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66 Reads

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8 Citations

To consider how interdisciplinary P-20 partnerships increase college-going rates among Chicano/Latino youth, the authors highlight evidence from the Educational Partnership Center (EPC) at the University of California, Santa Cruz, a P-20 partnership that builds academic achievement and college and career pathways. Three elements advance EPC effectiveness: collaborative governance structures sustaining shared vision, mission, and goals; innovating with data-driven decision-making; and complementary theories aligning goals from childhood through college to careers. Three studies, guided by these theories, illuminate such effectiveness.

Citations (4)


... Working on technical projects, engaging in research, and receiving support from mentors can clarify students' academic/ career goals, and lead to gains in self-efficacy, confidence, technical skill level, and persistence in their field of study [19,30,33]. Factors such as self-efficacy, STEM identity, and internalization of the values of the scientific community are thought to act as mediators between STEM activities and overall persistence in STEM careers [34,35]. ...

Reference:

“When I talk about it, my eyes light up!” Impacts of a national laboratory internship on community college student success
The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences
  • Citing Article
  • October 2018

Analyses of Social Issues and Public Policy

... Studies on growth mindset found it to be beneficial for developing resilience when faced with challenging school transitions and challenging math courses (Yeager and Dweck, 2012). Science interest has been linked with persistence and completion of a STEM degree (Radunzel et al., 2016) while general and researcher self-efficacy predicted many research related concepts, including intention to pursue research, research identity, and research productivity (Chemers et al., 2011;Frantz et al., 2017;Livinƫi et al., 2021). Students majoring in health and natural sciences also appeared to be more motivated by intrinsic work values than those in other majors (Balsamo et al., 2013;Johnson and Elder, 2002). ...

The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students

Journal of Social Issues

... Outcomes include improvements in student self-efficacy and ultimately in student persistence to remain in the major [3]. The Mediation Model of Research Experiences (MMRE) empirically established engineering self-efficacy, teamwork self-efficacy, and identity as an engineer as mediating, person-centered motivational psychological, processes that transmit the effect of programmatic support activities into an increased commitment to an engineering career [4]- [8]. For the current work, we speculate that students with low measures of engineering self-efficacy, teamwork self-efficacy, or engineering identity are good candidates for proactive advising intervention. ...

Individual Differences in Preferences for Matched-Ethnic Mentors Among High-Achieving Ethnically Diverse Adolescents in STEM

Child Development

... Latinos often work extremely long hours or work rotating shifts, prohibiting them from participating in programs. In order to strengthen programs and enhance access, it is critical to coordinate with the agricultural calendar since so many Latinos work in the agricultural sector (Moran, Cooper, López, & Goza, 2009). Programs that accommodate family and hectic work schedules will increase involvement. ...

Developing Effective P-20 Partnerships to Benefit Chicano/Latino Students and Families