– Gender and race/ethnicity are associated with science identity but not with discovery orientation.
– The positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal.
– There are statistically significant differences in science interest between groups. Science interest is higher among white boys than for minority girls. Overall, science importance, perceived science ability, and science reflected appraisal means are also fairly high, particularly compared with science other-ID and science self-ID.
– Science importance is higher among white and minority boys than for white and minority girls. Perceived science ability is higher among white than minority students. White boys and girls have higher scores than minority boys and girls on the questions about parents and teachers, giving them positive messages about their science performance (reflected appraisal).
– White boys have significantly higher science other-ID than all other groups, while only white boys and minority girls differ significantly on science self-ID.