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Using Social Cognitive Career Theory as a guide, we explored the relationship between students' participation in living-learning programs and their intention to earn a baccalaureate in STEM. We found that STEM-focused programs, in comparison to general forms, held promise in supporting students' intentions to graduate in a STEM field.
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... Higher education stakeholders continue to seek solutions to address this disparity and achieve degree completion parity. Underrepresented minoritized students express interest in STEM at the same rates as their counterparts, yet their rate of completion of STEM degree programs is significantly lower (NASEM 2016;Hurtado et al., 2009;Eagan et al., 2011;Soldner et al., 2012). The shortage of African American STEM professionals has significant implications for the challenges facing our nation and for workforce demands. ...
... In order to persist in STEM degree programs, AA students must feel a sense of belonging in their classrooms, and the feeling of being part of the overall science culture of their institution (Hurtado et al., 2007;Schlossberg, 1989). In addition to the interpersonal challenges apparent in science culture, certain structures perpetuate an atmosphere that may be perceived as being more concerned with "weeding students out of STEM majors" (Espinosa, 2011: p. 214) than with working to support and retain students once they have been admitted (Hurtado et al., 2008). ...
... One example of policies and practices that may contribute to whether AA students persist in stem is the placing of "gatekeeper" classes in the first two years of a STEM degree while not simultaneously focusing on faculty diversity and inclusive pedagogy (Hurtado et al., 2009). Schlossberg's (1989) marginality and mattering framework expands the IEO model by amplifying the experiences of students in the unexamined margins. Given that environment has some bearing on AA students' decisions to continue with their programs of study, understanding the components of mattering, including attention, importance, ego-extension, dependence, and appreciation (Schlossberg, 1989), helps to contextualize the issue. ...
This quantitative study explores factors associated with the persistence rates of African American students aspiring to major in STEM subjects and who ultimately complete undergraduate STEM degrees. The primary data source for this study is the Cooperative Institutional Research Program’s 2009 The Freshman Survey (TFS) and the 2013 College Senior Survey (CSS). The sample included 379 African American students who indicated on TFS that they intended to declare STEM as their major. The findings reveal that African American undergraduates are significantly more likely to persist in STEM majors with increased levels of faculty mentor engagement. The findings demonstrate the need for institutions to implement curricula that encourage meaningful faculty engagement to contribute to the creation of more inclusive academic environments for African American students in STEM.
... Interventions are shown to be successful in creating supportive communities crucial for student success and retention in STEM environments (Szelenyi & Inkelas, 2011;Soldner et al., 2012). Ramsey et al. (2013) strongly encourage researchers and educators to assess STEM academic environments regularly and develop intervention strategies to foster supportive communities. ...
Around the world, nations are spending millions of dollars urging educators to implement measures to increase
the retention of women in STEM education. An aggressive response is elusive from the higher education sector
for these desperate calls. Globally the percentage of women graduating in STEM has remained stagnant for the
past decade, indicating the need for further investigation of strategies to retain women in STEM. This study aimed
to investigate factors that impact the persistence of women in STEM higher education and identify strategies for
improving their retention in STEM studies. This systematic literature review (SLR) using PRISMA guidelines
identified five major categories of factors such as: sociocultural, psychological, supportive, environmental and
pedagogical that can positively or negatively influence women’s persistence in STEM studies. Findings of the
study indicate that knowledge of these factors can be utilised to create a fertile ground for women’s successful
persistence in STEM education. Though several studies explored this topic and identified some of these factors
discretely, this would be the first study to bring all these major factors together to build a powerful framework for
retention of women in STEM studies. The study presents a framework, “A success model for retention of women
in STEM higher education”, that recommends powerful retention strategies by incorporating these identified
factors.
#STEMWOMEN #GENDER, #Highereducation
... Underrepresented minoritized students express interest in STEM at the same rates as their counterparts, yet their rate of completion of STEM degree programs is significantly lower (NASEM 2016;Hurtado et al. 2009;Eagan et al. 2011;Soldner et al. 2012). The shortage of African American STEM professionals has significant implications for the challenges facing our nation and for workforce demands. ...
This quantitative study explores factors associated with the persistence rates of African American students aspiring to major in STEM subjects and who ultimately complete undergraduate STEM degrees. The primary data source for this study is the Cooperative Institutional Research Program’s 2009 The Freshman Survey (TFS) and the 2013 College Senior Survey (CSS). The sample included 379 African American students who indicated on TFS that they intended to declare STEM as their major. The findings reveal that African American undergraduates are significantly more likely to persist in STEM majors with increased levels of faculty mentor engagement. The findings demonstrate the need for institutions to implement curricula that encourage meaningful faculty engagement to contribute to the creation of more inclusive academic environments for African American students in STEM.
... Indeed, living-learning community participants have more academic interactions with their peers than nonparticipants (Dahl et al., 2020), and they experience a stronger sense of belonging both within their specific living-learning community and within the university as a whole (Schussler & Fierros, 2008;Wawrzynski et al., 2009;Wu, Thiem, & Dasgupta, 2021). The social support students receive from their community peers has been shown to increase academic persistence (Soldner et al., 2012;Inkelas et al., 2007) and reduce academic anxiety which helps students earn higher grades (Wu, Zeigenbein, et al., 2021). ...
Although the United States population is growing increasingly diverse, the diversity within higher education is not keeping pace. Contributing to the underrepresentation of students from historically marginalized groups are a variety of interconnected systemic barriers that prevent students from entering college, from thriving while there, and from persisting through to graduation. Here, we use the stereotype inoculation model as a guiding framework not only to identify these barriers and their psychological effects on students but also to highlight evidence‐based solutions that colleges and universities can implement to lower these barriers. As a function of our chosen model, we focus on features of educational environments that signal a lack of psychological fit among students from historically marginalized groups. Furthermore, we highlight interventions that can be implemented at the institutional level to change the educational environment and make higher education settings more inclusive and equitable.
... Much of the research on broadening participation in STEM focuses on reviews of specific programs (e.g., Doerschuk et al., 2016;Ikuma et al., 2019) or the overall efficacy of programmatic support (e.g., Tomasko et al., 2016). For example, living learning communities, where students live together while sharing curricular and co-curricular experiences, can promote STEM retention through academic conversations, faculty interactions, and socially supportive residential environments (Soldner et al., 2012). Other research has focused on the characteristics of these programs. ...
... The gender gap in STEM majors (science, technology, engineering, and mathematics) remains a persistent policy problem in higher education (Ganley et al., 2018;Griffith, 2010;Kugler et al., 2017;Rask, 2010). Governments and higher education institutions all around the world have enacted numerous policies designed to increase the number of students majoring in STEM, especially among women and racial and ethnic minorities (Crisp et al., 2009;Melguizo & Wolniak, 2012;Soldner et al., 2012). However, these efforts to expand female participation in STEM, especially in technology and engineering, are not achieving their goals (Kesar, 2017). ...
Despite the growing evidence of informational interventions on college and major choices, we know little about how such light-touch interventions affect the gender gap in STEM majors. Linking survey data to administrative records of Chinese college applicants, we conducted a large-scale randomized experiment to examine the STEM gender gap in the major preference beliefs, application behaviors, and admissions outcomes. We find that female students are less likely to prefer, apply to, and enroll in STEM majors, particularly Engineering majors. In a school-level cluster randomized controlled trial, we provided treated students with major-specific wage information. Students’ major preferences are easily malleable that 39% of treated students updated their preferences after receiving the wage informational intervention. The wage informational intervention has no statistically significant impacts on female students’ STEM-related major applications and admissions. In contrast, those male students in rural areas who likely lack such information are largely shifted into STEM majors as a result of the intervention. We provide supporting evidence of heterogeneous major preferences for extrinsic incentives: even among those students who are most likely to be affected by the wage information (prefer high paying majors and lack the wage information), female students are less responsive to the informational intervention.
... In particular, friendships provide important socio-emotional benefits (Bowman, 2012;Park, 2013), supporting persistence and retention in the competitive environment of STEM (Tate & Linn, 2005). Such friendships can be fostered through initiatives like living-learning, research, or mentoring programs, or informally through students socializing and studying together (Soldner et al., 2012). ...
While numerous studies have highlighted the consequences of exclusion in STEM, fewer studies have empirically tested the benefits of inclusion in peer relationships. We focus on the impact of having cross-racial or cross-gender study partners among one’s close friends in a national sample of 408 STEM majors. Using structural equation modeling, we examined the direct and indirect relationships between having diverse study partners, key background and college experience variables, and college GPA. We identified a significant positive relationship, both direct and indirect, between studying with a close friend of a different race and GPA. We also found that having a cross-gender study partner is positively linked to organizing study groups and study-faculty interaction, which in turn improves GPA. However, Black students were less likely to have either cross-racial or cross-gender study partners among their close friends. We discuss implications for equity and the need to encourage positive intergroup relations in STEM.
... When students of different backgrounds encounter an identical learning environment in the STEM field, students' educational outcomes appear differently according to their race, gender, and previous academic preparation (Price, 2010;Soldner et al., 2012). The postsecondary institution has a responsibility to deal with the successful course completion, and cognitive interactions have a significant effect on external supports including monetary benefits. ...
The STEM field has contributed significantly to the development of society because its findings result in new technology, which gives people more efficient tools and methods for a better standard of living. Postsecondary institutions have trained STEM field graduates through advanced curricula and learning environments. Compared to other academic fields, STEM requires more monetary support for research from the institution or the government because STEM research often requires expensive equipment installation or the introduction of new technologies. This paper overviews institutional support for STEM education and research by the regime of recent U.S. governments and examines the characteristics of R&D (research and development) expenditure. The results indicate that the R&D expenditures of the STEM field show continuous support for the different type of institutions, regardless of governments over time. However, they have tried to diversify the R&D investment by the type of R&D field and institutional type. Even though the government has tried to increase the total size of R&D expenditure through various resources, they still need to consider the equity and diversity issues for even further R&D investment strategies. A further research direction would search for the detailed action and strategies to support the STEM field according to their types of support or expectation.
... Affective and physiological states (APS) increase self-efficacy when individuals are supported to overcome perceived barriers such as gender, race, social class, or personal anxiety (Soldner et al., 2012). Equitable pedagogies, described in this study, strive to positively increase affective and physiological states because there is an expectation for learning experiences that "must also be culturally and personally relevant and focus on real-world connections" (Ladson-Billings, 1995a, p. 160), local knowledge (Avery, 2013) and build community (Hermes, 1998), that allow students to develop a critical consciousness to overcome barriers. ...
... Social persuasion: setting a positive, encouraging environment (Zeldin & Pajares, 2000); d. Affective & physiological: individuals are supported to overcome perceived barriers (Soldner et al., 2012). ...
... (Dominik) Affective and physiological states. Dr. Olson supported students' perceived barriers in gender or even personal anxiety and helped them to overcome them(Soldner et al., 2012).As a teacher, she has the ability to frame things where she isn't "talking down" to us, and is treating us as equals. She really advocated for minorities and women in STEM.Sometimes, being in the engineering category [white noise reduction in school], I would be the only female. ...
Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self‐efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi‐structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self‐efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset‐based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high dispositions in science and engineering and self‐identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.
... Living learning communities (LLCs) are a notable example of an ongoing academic support program (Davis, John, Koch, Meadows, & Scott, 2010;Gilmer, 2007;Maton et al., 2012;Soldner, Rowan-Kenyon, Inkelas, Garvey, & Robbins, 2012). STEM-focused LLCs consist of residence halls for STEM students to live together in one location. ...
... The 2007 National Study of Living-Learning Programs collected data on STEM-and non-STEM-focused LLCs across forty-six universities (Inkelas, 2008). Soldner et al. (2012) performed structural equation modeling on these data to examine STEM-focused psychological and academic outcomes between URM and non-URM students. Peers and faculty members influenced all students through two distinct pathways: academic support and social support. ...
Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions. This Element is free online from 30th October - 13th November: https://doi.org/10.1017/9781108882071
