The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and non-Hispanic Whites Compared (original) (raw)

AI-generated Abstract

This study investigates the relationship between ethnicity, perceived challenge, and academic engagement in high school science classrooms, with a focus on Hispanic and non-Hispanic White students. Utilizing a variant of the Experience Sampling Method, the research finds that while both groups exhibit similar levels of engagement, there are notable differences in confidence levels and responses to challenge. Higher perceived challenges correlate with improved competence perceptions among Hispanic students, suggesting that adequate challenge can enhance engagement and confidence. The findings emphasize the need for educators to reconsider the challenges they present in science education, particularly for Hispanic students, to bridge the achievement gap and encourage STEM career pursuits.