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. 2022 Nov 15;8(11):e11596. doi: 10.1016/j.heliyon.2022.e11596

Figure 7.

Figure 7

Different Latinx student groups have distinct STEM identities. (A-L) Students' answers to the questions in the RIS-STEM instrument. (A-F): Statistically significant answers between student cohorts in California and Bolivia: A) I want to learn as much as possible about STEM, B) When I grow up, I want to work on a team with STEM professionals, C) When I grow up, I want to work in STEM, D) Others think that I would be a good a STEM person, E) I like to design solutions to problems during STEM design challenges, F) After a really interesting STEM activity is over, I can't stop thinking about it. (G-L): Sample statistically not significant answers between Californian and Bolivian students: G) I enjoy learning about STEM, H) Doing STEM is fun, I) I feel satisfied when completing STEM activities, J) My teacher sees me as a STEM person, K) My best friends see me as a STEM person, L) My family sees me as a STEM person. Additional answers in Supplemental Figure 4. Cohort sizes: California n = 21, Bolivia n = 18. Mann Whitney test. *** = p <0.001; ** = p <0.01; * = p <0.05; n.s. = not significant.