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Abstract

Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). The present study examined factors that contribute to academic satisfaction among 585 women college students of color (M_age = 21.42, SD_age = 3.25; n_Black = 174, n_Latina = 171, n_Asian = 240), based on the Social Cognitive Career Theory satisfaction model. Experiences of discrimination was selected as an environmental obstacle and proactive personality as a person input in the model. In addition, critical consciousness was included as a personal resource variable. Multigroup measurement invariance tests and multigroup structural equation modeling were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that discrimination, proactive personality, and critical consciousness contributed to academic satisfaction via self-efficacy, outcome expectations, and goal progress. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.

Keywords

academic satisfaction women students of color STEM Social Cognitive Career Theory racial/ethnic differences multigroup structural equation modeling

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Academic Satisfaction of Women Students of Color in Science,Technology,Engineering,and Mathematics: Roles of Discrimination,Proactive Personality,and Critical Consciousness

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