STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis

Abstract Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs careers, warranting the need to examine students' racialized experiences K‐12 settings that may influence their STEM persistence. In particular, current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor pre‐college disparities STEM. We used latent class analysis group adolescents based on SRC differences interest career belonging, psychological needs satisfaction, engagement courses. Adolescent participants ( N = 412, 50.2% female, 36.9% male, 12.9% other/not reported, M age 15.72 years, standard deviation 1.24) attending five high schools Southeastern United States, were grouped into classes SRC: Critical (CritSRC), Average SRC, with Stereotyping, Positive (PosSRC), Stereotyping. Latent membership differed by race, age, learning environment. Results revealed students more positive reported greater engagement, satisfaction courses compared CritSRC perceptions. Findings also indicated White likely than Black perceive PosSRC. Recommendations for areas future research policy implications discussed.