Longitudinal Trends in Science Self-Efficacy Among Undergraduate Students: Addressing Disparities in STEM Participation

This retrospective study examined group-level trends in science self-efficacy among undergraduate students from underrepresented racial/ethnic groups (URGs) over four years (2017–2020) at a public university in California. The study investigated the effectiveness of an undergraduate research experience program designed to increase URG participation in STEM fields. Using propensity score matching to control for selection bias, the final sample included 3146 students (344 intervention participants, 2802 non-participants) who completed the Student Annual Follow-up Survey. The Rasch measurement method was used to convert Likert scale responses into linear logit scores, which enabled group-level trend analysis using linking and equating techniques. A repeated measures analysis examined changes in science self-efficacy while controlling for first-generation status, URG status, and gender. Results revealed a significant overall increase in science self-efficacy across all four years. Intervention participants consistently demonstrated significantly higher science self-efficacy scores than non-participants. The interaction between time and intervention participation was statistically significant, indicating that intervention participants showed greater improvements over time. These findings support the effectiveness of culturally responsive undergraduate research experiences in fostering science self-efficacy among URG students. The study contributes to understanding how structured interventions can address persistent disparities in STEM education and career pathways.