No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences
Abstract
We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.
... Working on technical projects, engaging in research, and receiving support from mentors can clarify students' academic/ career goals, and lead to gains in self-efficacy, confidence, technical skill level, and persistence in their field of study [19,30,33]. Factors such as self-efficacy, STEM identity, and internalization of the values of the scientific community are thought to act as mediators between STEM activities and overall persistence in STEM careers [34,35]. ...
... We recognize that a STEM internship is only one of many possible factors influencing career choice behavior (actions) for a particular student. However, previous evidence about the ways in which undergraduates are impacted by mentored professional development and research experiences suggest that self-efficacy and outcome expectations are impacted by participation in this type of learning experience [17,28,35,104]. This is likely to be true especially when the nature of the work during the STEM internship relates to the academic courses taken at the community college and/or a students' specific academic and career goals. ...
... They have been added to the SCCT model in this study, because our data suggest that these are critical to increased self-efficacy, confidence, identity, and outcome expectations. Although we understand them to be individual concepts, there are a large number of studies that link self-efficacy, confidence, and STEM identity together, and our data suggest that all three of these factors are closely related [28,30,35,54,98,178]. Thus, we have grouped these three concepts together in our proposed updates to the SCCT model, as applied to community college STEM majors who completed a STEM internship. ...
Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued “warm” social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students.
... We highlight two important dimensions of community-based, culturally engaging STEM learning environments: 1) a focus on community-based learning and 2) culturally relevant undergraduate research opportunities. Researchers have long identified a community-oriented learning environment as promotive or science identity, self-efficacy, and sense of belonging, particularly for Students of Color (e.g., Syed et al., 2018). A student's sense of belonging to a community has been shown to influence student academic motivation, wellbeing, and academic achievement (Trujillo and Tanner, 2014;Ashley et al., 2017). ...
... We consider observations in student performance in a CURE are generally a more accurate estimate of how well a student will perform in a research environment than standard criteria, such as grade point average or high school experience (Bangera and Brownell, 2014). Prior literature underscores the primacy of community for science self-efficacy and science identity (Lane, 2016;Syed et al., 2018;Robnett et al., 2019). Our findings affirm this assertion and show it is necessary to understand community as not limited to peers and college personnel, but extending the concept of community to be inclusive of the people and places students are connected to, an important consideration for those crafting culturally engaging college environments. ...
... What stands out in our analysis of this dimension of our inquiry, like in the rest of our findings, is how these facets of selfefficacy do not just stem from individual accomplishments but are also shaped by their interactions in the academic community (Syed et al., 2018) made up of individuals who provided both instrumental and socioemotional mentoring (Robnett et al., 2018). This also extends to peer mentors. ...
Using the Culturally Engaging Campus Environments (CECE) Model, this qualitative study examined development of psychosocial attributes (i.e., sense of belonging, science identity , and self-efficacy) among 1st-year life science undergraduate students who participated in integrated and culturally engaging research activities at New Mexico Highlands University, a rural Hispanic Serving Institution (HSI). Research activities were part of a project called SomosSTEM [We are STEM], which included four major components: 1) course-based undergraduate research experiences (CUREs) that are laboratory modules integrated into introductory life science classes; 2) summer Bridge Science Challenge Academy for 1st-year students; 3) full summer internship program; and 4) Community Voices lecture series. We found the integrated nature of SomosSTEM represents an engaging learning environment that positively impacted students' perceptions of their development of psychosocial attributes. This paper's significance is it outlines specific, integrated activities that are also community-based and culturally engaging. We discuss community-based and culturally engaging learning environments as a viable solution to the problem of individualistic and exclusionary learning environments. Stacy Alvares, Monitoring Editor
... This includes not only course specific knowledge gains and achievement outcomes but also how these experiences aid students' growth as scientists in terms of both their identity (aka science identity) and self-efficacy. Carlone and Johnson (2007) describe science identity as comprising of three dimensions: 1) student knowledge of science content, skills, and practices (competence), 2) student ability to conduct science practices and demonstrate competence to others (performance), and 3) selfacknowledgement or acknowledgement by others that a student is a science person (recognition) [19,20]. Science identity should be viewed as malleable and impacted by student experiences and interactions [21]. ...
... Importantly, increases in students' science identity have been linked to a stronger commitment to a science career [22], persistence and retention in the sciences [20,23], as well as increases in student motivation and community engagement [24]. Conversely, identity mismatch, whereby students experience uncertainty about how they fit in an academic environment, can result in withdrawal from academic pursuits and opportunities [19]. ...
... Of note, self-efficacy in STEM fields is correlated with academic achievement [35], task persistence [36,37], motivation [38,39], and resilience [33,40]. Recent studies examining large cohorts of undergraduate STEM graduates reported that both self-efficacy and science identity were critical and universal attributes of students committing to STEM careers [19]. Therefore, these studies underscore the significance of motivational beliefs in the evaluation of novel virtual STEM pedagogical training tools as they are becoming more commonplace in the digital era. ...
The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students’ self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students’ science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students’ motivational beliefs that is both accessible and easy to implement.
... Researchers have pointed out that self-efficacy, or confidence in one's ability to complete specific tasks, plays a significant role in developing a science identity (Lebeck et al., 2018;Syed et al., 2019;Miles and Naumann, 2021). Science learning self-efficacy, the belief in one's ability to learn and do well in science tasks, is seen as having several components. ...
... Research has pinpointed key elements that help form a strong science identity. One significant element is self-efficacy, or the belief in one's ability to accomplish certain tasks (Kim, 2018;Syed et al., 2019;Miles and Naumann, 2021). Studies have emphasized various aspects of science self-efficacy. ...
... Moreover, science learning self-efficacy has been identified as a critical factor in shaping students' science identity, which refers to an individual's recognition of themselves as someone who understands, participates in, and values science (Trujillo and Tanner, 2014;Syed et al., 2019). Students with higher levels of science learning selfefficacy are more likely to develop a stronger science identity, as their confidence in their abilities to learn and perform science-related tasks reinforces their self-perceptions as capable and competent in the field (Hazari et al., 2010). ...
Introduction
This study investigates the relationship between science learning self-efficacy and science identity, examining how gender and science success moderate this relationship.
Methods
Using a quantitative approach with Partial Least Squares Structural Equation Modeling, data from high school students in Moscow, Almetyevsk, Khabarovsk cities from Russia were analyzed.
Results
The research highlights the significant positive impact of integrative science competence, practical science application, and science communication efficacy on science identity. Interestingly, gender did not significantly influence the efficacy-identity relationship, suggesting its minimal role in this context. Conversely, science success, particularly in conjunction with science communication efficacy, played a notable role, indicating a complex interplay that could affect students’ science identity.
Discussion
These findings emphasize the need for educational strategies that bolster students’ self-efficacy in science, catering to the development of a strong science identity. Future research should explore the nuanced effects of success and communication efficacy on science identity, aiming to inform interventions that support diverse and equitable participation in science education and careers.
... This model suggests that the relationship between the experiences most often provided by an academic support system and a student's long-term commitment to pursuing a degree/career in a STEM field is mediated by the interaction between the student's science/engineering self-efficacy and identity as a scientist or engineer. While the MMRE was initially proposed to explore the context of science learning [5], it has also been shown to be applicable when studying students majoring in engineering [7]. When used in a science context, the constructs and scales for science self-efficacy and science identity are used [5] and unique scales for engineering self-efficacy and identity are used for engineering contexts [7]. ...
... While the MMRE was initially proposed to explore the context of science learning [5], it has also been shown to be applicable when studying students majoring in engineering [7]. When used in a science context, the constructs and scales for science self-efficacy and science identity are used [5] and unique scales for engineering self-efficacy and identity are used for engineering contexts [7]. The four-categories of support have been derived from an on-going review of research and are not mutually exclusive [8], [9]. ...
... The final component of the MMRE is the long-term outcome, commitment to a science or engineering career, which is defined as the students' intentions to work in the field of science or engineering after their formal education. According to Syed et al [7], when establishing the MMRE model, the predictive paths towards commitment to a science or engineering career were selected based on prior research into the concepts of affirmation and identity in part due to their prevalence in academic research across a variety of areas of psychology. The MMRE focuses specifically on long-term commitment to a career and even more specifically focuses on the professional career following formal education. ...
... It is argued that an enhanced sense of community is important in the development of the science identity of budding scientists with science self-efficacy or belief in one's capacity to do science as a mediator variable in the process. Studies centered on social phenomena associated with STEM success have identified links between science self-efficacy, research experience, and science identity (Robnett et al., 2015;Syed et al., 2019). The current study expands on this literature by investigating the relationship between self-efficacy, science identity, and sense of community among female students of color. ...
... An increasing number of quantitative studies have examined the relationship between a variety of factors associated with STEM achievement and retention, including science selfefficacy, science identity, and sense of belonging (Robinson et al., 2018;Robnett et al., 2015;Starr, 2018;Syed et al., 2019;White et al., 2019). A two-year study by Robnett et al. (2015) on the undergraduate research experience found a positive relationship between students' engagement in research, science self-efficacy and science identity. ...
... A two-year study by Robnett et al. (2015) on the undergraduate research experience found a positive relationship between students' engagement in research, science self-efficacy and science identity. Syed et al. (2019) found that STEM support systems that offer opportunities for research, mentoring, and interactions with scientists bolster higher levels of self-efficacy. In turn, students felt a greater sense of belonging in STEM fields and had a stronger commitment to pursuing a STEM career. ...
Women remain underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields, even with the plethora of programs to increase diversity. Understanding the undergraduate experience for female students of color majoring in STEM is critical for determining effective strategies for retention and smooth career pathways. Using data from 96 (predominantly) African-American female and Latina students in the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, this study quantitatively examined the relationships among sense of community, science self-efficacy, and science identity. Mediation models were run on all female STEM majors in the dataset. There was a positive and significant indirect effect of sense of program community on science identity via science self-efficacy. The results of this study enhance our understanding of how female Meyerhoff students with a strong sense of program community thrive in STEM. It adds support to previous studies of the positive impact that student-focused programs that address multiple areas of students of color needs and challenges have on psychosocial variables important to student success. This study provides further insight into the critical work of retaining female undergraduate students of color in STEM programs and ensuring their success along the pathway to a STEM career.
... The MMRE has been used to explore the context of science education as well as engineering education (Syed et al., 2019) . In a science education context, the constructs and survey scales for science self-efficacy and identity as a scientist are used (M M Chemers et al., 2011) , while unique scales for engineering self-efficacy and identity as an engineer are used for engineering education contexts (Syed et al., 2019) . ...
... The MMRE has been used to explore the context of science education as well as engineering education (Syed et al., 2019) . In a science education context, the constructs and survey scales for science self-efficacy and identity as a scientist are used (M M Chemers et al., 2011) , while unique scales for engineering self-efficacy and identity as an engineer are used for engineering education contexts (Syed et al., 2019) . The four categories of support components that are recognized in the model are derived from an extensive review of research and are not mutually exclusive. ...
... The four categories of support components that are recognized in the model are derived from an extensive review of research and are not mutually exclusive. Previous studies involving all or part of the original MMRE have evaluated the model using research experience as a variable, largely using retrospective data where participants have responded to a survey (M M Chemers et al., 2011;Robnett et al., 2015;Syed et al., 2019) . This situated study departs from that approach to investigate the relationships among the mediating psychological processes and the outcome variable of career commitment in the context of a career-forward curriculum as a form of research experience. ...
Persistence is a major issue facing students, particularly those who are both female and from underrepresented ethnic minorities (URM). A closer look at the variables affecting their commitment and capacity for continuing the pursuit of their goal allows us to better design support systems that bolster persistence. This study tests a structural equation model (SEM) for students using a career‐forward laboratory chemistry curriculum based upon the Mediation Model of Research Experience (MMRE) that explains the relationships among self‐efficacy, identity as an engineer, and commitment to an engineering career. Data were collected from 426 undergraduate engineering majors at the end of the semester using a previously constructed survey for three semesters of general chemistry laboratory for engineering majors. The research question was addressed using bivariate correlations and a series of SEMs where multigroup analyses were conducted separately for non‐URM and URM participants. Bivariate correlations show significant positive associations between all four variables for the entire group of students. However, when disaggregated, the only significant association for URM participants ( n = 109) was between identity as an engineer and commitment to an engineering career. Notably, teamwork self‐efficacy was a negative predictor of commitment to an engineering career for URM participants. Beta‐coefficients from the SEM show that identity and engineering self‐efficacy are the variables most predictive of commitment, with identity being nearly twice as predictive for URM students. This study adds support for professional identity as a key predictive variable for career commitment for URM participants and indicates that a laboratory curriculum that emphasizes applied professional practice can support persistence. Considering the degree to which teamwork is emphasized generally, additional studies are needed to better understand the implications for URM students. Particularly in applications that emphasize long‐term outcomes.
... A long-standing example in the United States is the Louis Stokes Alliance for Minority Participation, which funds college-level programming aimed at increasing the number of students successfully declaring and completing degree programs in STEM disciplines. In higher education contexts, research aimed at understanding how to best support STEM minority participation often emphasizes identity exploration as a way to (a) encourage student self-efficacy in STEM (e.g., Syed et al., 2019), (b) support intentional self-awareness and self-authorship in STEM fields (e.g., Morton & Parsons, 2018), (c) sustain long-term engagement and motivation to persist in STEM (e.g., Destin & Williams, 2020;Hernandez et al., 2013), and (d) enhance skills in self-monitoring and self-regulation toward the achievement of STEM goals (e.g., Park et al., 2019). These interconnected cognitive, affective, behavioral, and self-definitional features in identity scholarship are more broadly defined as identity exploration, or the "deliberate internal or external action of seeking and processing information in relation to the self " over time (Flum & Kaplan, 2006, p. 100). ...
... An important part of this long-term process is learner reflection on possible future selves in STEM, or the roles and characteristics an individual hopes or expects to 1-day embody (Markus & Nurius, 1986;Oyserman, 2015). Intentional reflection on possible future selves has been shown to play a key role in academic development, engagement, retention, and career certainty (e.g., Apple et al., 2020;Kang et al., 2019;Syed et al., 2019;Verdin et al., 2018). For example, a learner might enact identity exploration around an engineering role by repeatedly choosing to engage with authentic engineering knowledge and skills, values and interests, behaviors and choices, all with a possible future self of an "engineer" in mind. ...
... While examples do exist that explore the benefits of intentional reflection on possible future selves (e.g., Apple et al., 2020;Kang et al., 2019;Syed et al., 2019;Verdin et al., 2018), fewer works focus on how this reflective process manifests. An examination of nascent research on this topic also reveals an emphasis on pre-college students. ...
Background
STEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and reflection on the self in relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni.
Results
Epistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Differences were found in how participants at different stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns.
Conclusions
Results highlight the differences between novices’ and professionals’ conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students’ STEM identity exploration processes, are discussed.
... While identity, in general, has been extensively studied over the past 70 years and academic identity has peaked researchers' interest over the last decade, research regarding science identity is currently gaining traction as is the need to accurately measure the construct within students (Chemers et al., 2011;Fraser et al., 2014;Hazari et al., 2018;Hill et al., 2018;Pugh et al., 2010;Robinson et al., 2018;Robnett et al., 2018;Skinner et al., 2017;Syed et al., 2018;Vincent-Ruz & Schunn, 2018;White et al., 2019;Williams et al., 2018). The first qualitative studies regarding science identity were conducted around 20 years ago (Brickhouse & Potter, 2001;Brickhouse et al., 2000;Eisenhart & Finkel, 1998;Hughes, 2001;Tan & Calabrese Barton, 2007). ...
... International Journal of STEM Education (2022) 9:34 void in investigating students' exploration of meaningful alternatives to science or science pursuit. Our systematic literature review of quantitative instruments used to measure science identity (Lockhart, 2021) revealed that this particular identity domain is ill-defined, not operationalized at the high school level and lacking in a theoretical framework reflective of Erickson and Marcia's work (Chemers et al., 2011;Fraser et al., 2014;Hazari et al., 2018;Hill et al., 2018;Pugh et al., 2010;Robinson et al., 2018;Robnett et al., 2018;Skinner et al., 2017;Syed et al., 2018;Vincent-Ruz & Schunn, 2018;Williams et al., 2018). In other words, none of the instruments reviewed were founded upon the traditional identity processes of Exploration (exploration in-breadth) and Commitment. ...
... In other words, none of the instruments reviewed were founded upon the traditional identity processes of Exploration (exploration in-breadth) and Commitment. Other theoretical frameworks that were frequently utilized included: social identity theory or social cognitive identity theory (Hill et al., 2018;Merolla et al., 2012;Piatt et al, 2019), self-determination theory (Skinner et al., 2017;Williams et al., 2018), expectancy-value theory (Robinson et al., 2018), or Carlone and Johnson's (2007) grounded theory of science identity (Fraser et al., 2014;Hill et al., 2018;Syed et al., 2018). This is a distinctive break in the literature from other identity domains, such as academic identity, that have carried forward the work of Erickson (1959) and Marcia (1966). ...
Background
Science, technology, engineering, and mathematics (STEM) influence almost every aspect of our daily lives. However, despite the high demand for STEM occupational talent, the STEM pipeline continues leaking, with less than one-sixth of high school students pursuing STEM majors and only 50% of entering STEM college majors matriculating into STEM fields. Science identity has been identified as the most powerful predictor of high school students pursuing an undergraduate STEM major as reported by Chang (Machine learning approach to predicting STEM college major choice, American Educational Research Association (AERA), San Francisco, 2020). Though the construct is gaining lots of attention, it remains largely ill-defined, not operationalized at the high school level, and not based upon traditional identity theory. The purpose of this study was to develop a valid and reliable instrument that measures high school students’ science identity, the Science Identity (SciID) Scale.
Results
Subject experts and a small group of high school students provided content validation for the proposed scale. Exploratory factor analysis revealed an optimal two-factor solution, reflecting the traditional two-dimensions of identity theory: Exploration and Commitment. Cronbach’s alpha revealed good internal consistency for both factors. Finally, structural equation modeling confirmed the convergent validity of the instrument with the external variables of science achievement and science career interest. Furthermore, the divergent validity between science identity and science self-concept was also confirmed.
Conclusions
Initial results indicate that the SciID Scale is a valid and reliable instrument that accurately measures a high school student’s standing on this construct. The soundness of this instrument will enable policy makers and practitioners to design more effective intervention programs aimed at cultivating high school students’ science identity.
... Achievement-related factors, such as engineering self-efficacy, outcome expectations, and major interest of STEM students, are closely related to academic persistence intentions [50,51]. Self-efficacy is domain-specific and represents an individual's confidence in their ability to perform specific behaviors or tasks [52]. ...
... Numerous studies have identi-fied it as a predictor of academic achievement and performance [53][54][55] and it is closely linked to persistence in career-related activities within a major as well as academic achievement [56,57]. Similarly, engineering self-efficacy, which reflects confidence in one's ability in STEM fields, particularly as a scientist or engineer [53,58], is linked to academic persistence, increased commitment to an engineering career [50], and notable performance [43,51]. ...
In recent years, a decline in employment rates has been observed among science, technology, engineering, and mathematics (STEM) graduates in South Korea, influenced by diverse factors, including economic, social, and policy-related factors. Understanding the reasons behind this decline in STEM employment requires an exploration of academic persistence intentions in STEM and their interconnected relationships with relevant factors. This study aimed to comprehensively examine differences in academic persistence intentions, environmental factors, achievement-related factors, and career motivation among 2393 STEM undergraduates in Korea. Furthermore, this study investigated the factors affecting academic persistence intentions. Data were analyzed using different statistical methods, including factorial multivariate analysis of variance, Pearson’s correlation analysis, and multiple regression models conducted by adding variables of interest. The findings revealed significant differences in academic persistence intentions, environmental factors, achievement-related factors, and career motivation as perceived by STEM undergraduates, based on individual background and university characteristics. Moreover, 53.9% of academic persistence intentions were explained by 10 variables (gender, career direction after graduation, career field to enter after graduation, start period of career path preparation [career-related factors], contextual supports and career barriers [environmental factors], engineering self-efficacy, outcome expectations, major interest [achievement-related factors], and career motivation). Specifically, career motivation contributed the most to the academic persistence intentions of STEM undergraduates, followed by engineering self-efficacy and career barriers. The findings underscore the necessity for customized educational and policy support, considering individual background and university characteristics, to effectively address the challenges faced by STEM graduates in the changing employment landscape.
... Research shows that active learning environments promote student engagement and increase their curiosity, impacting their learning and professional development [4][5][6][7][8][9][10][11]. In addition, studies show that students' involvement in hands-on undergraduate research experiences impacts their engineering identity and self-efficacy developments [4][5][6][7]. ...
... Research shows that active learning environments promote student engagement and increase their curiosity, impacting their learning and professional development [4][5][6][7][8][9][10][11]. In addition, studies show that students' involvement in hands-on undergraduate research experiences impacts their engineering identity and self-efficacy developments [4][5][6][7]. In addition, enhanced self-efficacy positively impacts engineering identity [4][5][6]. ...
... Science identity. To measure science identity, we used a modified version of the Scientific Identity Scale (Chemers et al., 2010) which includes five items that have participants mark on a scale of one (strongly disagree) to five (strongly agree) to what extent each statement was true of them. When a person identifies as a scientist, it is more likely they will behave as a person would behave when pursuing a scientific career (Estrada et al., 2011). ...
... To measure self-efficacy, we used the six-item scale from Estrada et al. (2011) that was modified from the original 14-item Scientific Self-Efficacy Scale (Chemers et al., 2010). In addition to being a facet of Social Influence Theory, self-efficacy is one of the most widely studied psychological predictors for perseverance in a field (Estrada et al., 2011). ...
Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.
... Moreover, Lo and Le [27] found that STEM students' participation in a course-based undergraduate research experience (CURE) increased research skill abilities such as collecting and analyzing scientific data, composing a research paper, and reading scientific literature [27]. Science self-efficacy is a significant predictor of students' aspirations for research careers [28], commitment to a science career [16], and persistence in STEM disciplines [29]. Strong science self-efficacy also leads to a stronger science identity [29]. ...
... Science self-efficacy is a significant predictor of students' aspirations for research careers [28], commitment to a science career [16], and persistence in STEM disciplines [29]. Strong science self-efficacy also leads to a stronger science identity [29]. ...
To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores changed over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non-BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Given the importance of science self-efficacy and science identity in a student's academic trajectory, our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors.
... As Black males demonstrate their navigational capital in deciding to pursue graduate school or not, it also calls into question the messages that are still out about funding a graduate education in engineering and how we can make graduate degree salaries more competitive (Freeman, 2005;Hurtado et al., 2008;Syed et al., 2019;Wall et al., 2020). Previous research studies have indicated that financial support can be a deciding factor in whether students pursue graduate degrees in STEM and engineering. ...
... Previous research studies have indicated that financial support can be a deciding factor in whether students pursue graduate degrees in STEM and engineering. However, some studies have shown other factors such as self-efficacy and identity (Syed et al., 2019) as more salient to students pursuing graduate degrees in STEM (Wall et al., 2020). ...
Black males are underrepresented in undergraduate and graduate engineering programs. While a significant amount of research studies have highlighted Black men's challenges in engineering graduate programs, fewer studies have sought to uncover and understand the factors that influence Black males to pursue engineering graduate degrees. As part of a more extensive study, in this investigation we used thematic analysis to understand the factors that might influence 20 Black male engineering undergraduate students to pursue engineering graduate degrees. Although we took an inductive approach to data analysis, we used community cultural wealth to hone our sensitivity to the assets Black males engage in as they pursue advanced degrees in engineering. We developed four themes, which describe what might drive participants' motivations to pursue advanced degrees in engineering in the future: passion for knowledge, financial security and career advancement, early exposure to graduate school, and influence of social networks. The findings of this study may impact intervention design and efforts to recruit and retain Black males in engineering graduate programs.
... A more recent study conducted with a large cohort of undergraduate and recently graduated STEM students showed that science self-efficacy and science identity could be considered fundamental and universal mediators of commitment to a STEM career (Syed et al., 2019). No differences across ethnic groups or gender exist, and its mechanism of action occurs via support experiences, which can be modified within the academic environment (Syed et al., 2019). ...
... A more recent study conducted with a large cohort of undergraduate and recently graduated STEM students showed that science self-efficacy and science identity could be considered fundamental and universal mediators of commitment to a STEM career (Syed et al., 2019). No differences across ethnic groups or gender exist, and its mechanism of action occurs via support experiences, which can be modified within the academic environment (Syed et al., 2019). On a pragmatic note, given the substantial imbalance of BAME students in STEM programmes in many universities, exploring self-efficacy and professional identity can help create new targetted schemes to widen participation and support students while creating their STEM professional identity. ...
The word identity etymologically derives from the Latin expression identitas, from idem, which means same. But the identities each of us has in the same moment and across life stages can be multiple and continuously changing, and are influenced by internal (i.e., personal) and external (i.e., environmental) factors. In this manuscript, I reviewed the existing literature on the theoretical and practical aspects of science identity across school levels. I explored how it can be measured and shed light on the links between science identity, professional identity, mentoring and sense of belonging. Then, I analysed strategies to foster self-efficacy and sense of belonging in Science, Technology, Engineering, and Mathematics (STEM), with the aim of creating a scientific community that is genuinely inclusive and diverse. A set of recommendations to build a community with shared goals and enhanced diversity, with beneficial effects at several societal levels, has been included.
... In addition, there was a notable, overall increase in the model's power in predicting commitment within the graduate student path analysis, as their predicted model very closely matched their conceptual model. These results, which build on previous studies that have tested this same model (see Chemers et al., 2010), provide theoretical support for integrating undergraduate research experiences into the curriculum because they are shown to promote key psychological mediators (e.g., selfefficacy and identity) identified as affecting student-decision making and persistence. Therefore, they warrant the attention and reform efforts of undergraduate science educators (Chemers et al., 2011). ...
... However, given the significant link of science self-efficacy with commitment to studying science for URM students (Chemers et al, 2010), I am interested in specifically monitoring outcomes regarding the states and changes of students' science self-efficacy as they experience the research curriculum. ...
Participation in the science workforce is low, and this can be partially attributed to low retention rates of undergraduate students who initially declare a science major. Low retention rates are further exacerbated for under-represented minority (URM) and first-generation (FG) college students pursuing science, and the existence of achievement gaps when compared with non-URM/non-first gen counterparts have been well documented. With the goal of implementing an intervention that would counteract these trends, I explored the design of, and the learning outcomes resulting from incorporating a metagenomics research curriculum for introductory undergraduate biology students majoring in science. Such interventions are purported to provide a pathway to help retain students interested in pursuing higher-education STEM degrees via increased achievement, improved attitudes, and greater self-efficacy. In this study, I measured these three general learning outcomes using a mixed-methods, quasi-experimental approach (including propensity score matching to decrease self-selection bias) to determine if these learning gains were predicted or mediated by the intervention. Results suggested achievement did not increase and attitudes do not become more favorable when incorporating the active learning modifications into the metagenomics research curriculum, specifically. However, students’ final scores (especially those of URM/FG students) were significantly improved by having more active learning incorporated into the lecture component of the treatment group. In addition, students did articulate elements of engaging in mastery experiences in their metagenomic research and so it is possible that the research curriculum helped to increase their science self-efficacy to some extent. Future studies could investigate the relative efficacy of different types of active learning modifications on achievement and attitude and also incorporate a research experience of longer duration (i.e, >9h of lab work) to determine if increased time commitment to this type of research project improves learning outcomes.
... Prior studies of BUILD sites demonstrated a strong positive effect of BUILD on RSE for first-year students (Cobian et al., 2021;Crespi and Cobian, 2022) but did not examine outcomes for individuals' social locations with respect to race/ethnicity and gender identity. Syed et al. (2019) employed path analysis and found that selfefficacy affected science identity, with both affecting commitment to a science career, with no major differences by gender or race/ethnicity. Using data from the BUILD sites, we quantitatively examined RSE for WOC biomedical undergraduates, with particular interest in any differences for WOC who participated in BUILD activities such as the intensive BUILD Scholars program or BUILD-developed novel STEMM curriculum. ...
This study demonstrates a QuantCrit approach to program evaluation. Examining participants in a national biomedical training program, we reveal differential impacts of the initiative's scholar program and broader curricula changes for Women of Color. We provide implications for program evaluation practices in STEMM equity efforts.
... Questions focusing on strengths knowledge and application were adopted from Stebleton et al. (2012). Questions related to STEM identity (Robinson et al., 2019a;McDonald et al., 2019), belonging (Sandrone, 2022;Johnson, 2012) and self-efficacy (Bandura, 1977;Syed et al., 2019) were adopted from validated tools or conceived through close review of the literature. The survey items were analyzed using IBM SPSS Statistics (Version 28) and presented as descriptive statistics. ...
Purpose
Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce.
Design/methodology/approach
The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants ( n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey ( n = 10 participants) and participant interviews ( n = 13). Explanatory sequential design was used in the interpretation of the findings.
Findings
The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting.
Practical implications
This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace.
Originality/value
This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.
... An initial development of a proactive advising survey instrument is reported. Survey items were drawn from two validated sources: the MMRE survey instrument [5] and the SUCCESS instrument [15], [16]. A concise short-form instrument is desired for the current application to maximize the likelihood students will complete the entire survey. ...
... However, it seems that self-efficacy is not just a predictor of URM students' academic performance, but also indirectly predicts URM students' interest in pursuing a STEM career. A retrospective study revealed that among recently graduated STEM students, heightened self-efficacy more strongly enhances the positive effects of research experience and community engagement on URM students' commitment to pursuing STEM careers compared to non-URM students (Syed et al., 2019). Self-efficacy also seems to be related to successful completion of a STEM major among URM students. ...
Far fewer undergraduate students pursue and complete STEM degrees compared to humanities degrees, despite high demand for STEM professionals. Among undergraduate STEM majors, individuals from underrepresented racial minority (URM) groups are far less likely to complete their degree than their White or Asian peers, presenting a serious obstacle to diversity within the STEM workforce. Drawing from Bandura’s Social Cognitive Theory, researchers have identified factors that affect the retention of URM students in STEM, though there is substantial evidence that such factors are moderated by environmental influences not traditionally included in the theory. In this paper, we argue that many environmental influences can be conceptually unified under the State Authenticity as Fit to Environment (SAFE) model. Further, we review literature suggesting that the constructs of both Social Cognitive Theory and the SAFE model interact extensively when considering retention of URM undergraduates, arguing that understanding the interactions between the two models will provide a more complete picture of how retention of URM students can be improved.
... Selfawareness plays a critical role in how students learn and develop as STEM professionals [32]. 7. Self-Efficacy -Perceived self-efficacy refers to belief in one's agentive capabilities, that one can produce given levels of attainment; it includes both an affirmation of a capability level and the strength of that belief [33]. ...
... This paper looks at the effects of students volunteering in STEM activities outside of their own interests and time, as opposed to service learning. Two factors that will be studied in this research are students' sense of STEM identity [10] and STEM efficacy [11]; both of which suggest a student will be successful in a STEM career. These factors are defined under psychologist Albert Bandura's theory of self-efficacy, which states a person with a strong sense of efficacy will overcome challenges and achieve higher accomplishments [12]. ...
... (Halim et al., 2018;Tamunosisi Furo, 2014) These schools aim to reduce gender stereotypes, fostering an environment where students freely express interest in science (Schmader, 2023).In coeducational schools, students encounter diverse perspectives, promoting inclusive parental career support beyond traditional gender norms (Fedorowicz, 2022;Kuchynka et al., 2022)Mentorship across genders provides diverse career perspectives, while parents offer personalized support, honoring individual interests. Exposure to diverse role models in science enhances science self-efficacy (Syed et al., 2019). (Soldner et al., 2012).Research indicates that students make more informed career decisions based on personal interests, not conforming to gender expectations. ...
... To determine the effectiveness of the PNI CURE, we assessed self-efficacy (Hanauer et al., 2016):research identity (Syed et al., 2018):and science motivation (Glynn et al., 2011):before and after implementing the CURE. In addition to these, open-ended questions regarding student reflections were included in the post-CURE survey. ...
The Psychoneuroimmunology Course-based Undergraduate Research Experience (PNI CURE) was designed with the purpose of engaging undergraduate students in research and discovery. As part of this experience, students were assigned to a team based on their personal interests. Each team selected a psychosocial variable of interest (e.g., sleep, belongingness, stress, or happiness) and identified two well-validated questionnaires to assess it. Then, student volunteers donated blood samples and completed student-selected questionnaires via Qualtrics. The blood samples were assayed by the course instructor for proinflammatory cytokines. With the collected data, students 1) evaluated the association between peripheral inflammation and their psychosocial variable of interest and 2) created hypotheses regarding inflammation in the brain. Students’ experimental results were reported in the form of a research manuscript and scientific poster, both of which comprised 15 percent of their course grade. Further, to evaluate the effectiveness of the PNI CURE, students were asked to complete assessment surveys before and after project implementation. Assessment results demonstrate that participating in the PNI CURE increased self-efficacy and research identity among students. Besides exposing undergraduates at UNC-CH to a comprehensive research experience, we hope to inspire neuroscience educators to adopt and adapt the PNI CURE as a mechanism to broaden undergraduate research opportunities in neuroscience.
... According to Carlone and Johnson (2007), a strong science identity emerges when learners become confident about (a) understanding science concepts (competence), (b) demonstrating science-related skills (performance), and (c) being regarded by others, particularly by those in the field of science, that they perform science-related tasks well (recognition). When learners solidify such confidence, they build a sense of belonging in STEM and come to see themselves as a "science person" (Carlone & Johnson, 2007;Hazari et al., 2017;Hudson et al., 2018;Robinson et al, 2018;Stets et al. 2017;Syed et al., 2019). ...
This study examined how science identity and positive educational outcomes relate to student trainees’ decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees’ decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees’ decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees’ disciplinary track (i.e., biomedical vs. behavioral sciences) and their underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and preparing them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.
... Verbal persuasion and vicarious experiences can be influenced by students' relationships with their instructor and peers (Beck & Blumer, 2021). High-quality relationships, in which students benefit from mentoring and community involvement, are predictors of the psychological mediators (i.e., self-efficacy and identity) leading to a commitment to STEM participation in the future (Syed et al., 2019). High-quality relationships contribute to self-efficacy paths because students are more likely to buy-in to verbal persuasion and see themselves as similar to others and therefore benefit from vicarious experiences. ...
The Bee the CURE is a novel course-based undergraduate research experience (CURE) that engages introductory biology students in DNA barcoding (DNA extraction, amplification, and bioinformatics) in partnership with the Tucson Bee Collaborative and the University of Arizona. The first iteration of this CURE taught at Pima Community College (PCC) occurred during the Fall 2020 semester in which the course was taught online and students focused on bioinformatics. Due to the online format, students were unable to participate directly in the wet-lab components (extraction and amplification) of the course. These were approximated with videos of the instructor performing the tasks. A qualitative case study of this semester built from student interviews found that students were able to form positive relationships with instructors and peer mentors but that the online format of the class posed some challenges to relationship formation. Students reported developing self-efficacy in bioinformatics skills while online lab participation disrupted student’s gaining “hands-on experiences” and seldom led to development of science self-efficacy in wet lab skills. Our findings from a study of a synchronous online CURE allowed us to characterize a context in which online learning posed a challenge and perhaps even a threat to research self-efficacy, especially regarding skill development and self-efficacy in “hands-on” areas, such as wet-bench research skills. Yet optimistically, our study highlights the potential of online community college learning environments to provide mastery experiences in online science contexts (e.g., bioinformatics) and opportunities for relationship building.
... When strong science identity is cultivated, students from those groups are empowered and their sense of belonging in STEM is promoted (Hudson et al., 2018). As science identity develops, individuals: (1) enjoy strong sense of competence and belonging in STEM; (2) persistently perform well in STEM, even in the face of hardships; (3) come to believe that they are a "science person" and be recognized as such by others; and (4) become committed to pursue STEM careers (Carlone & Johnson, 2007;Hazari et al., 2017;Stets et al., 2017;Syed et al., 2019). ...
This study examined the role of science identity in a two-year upper-division research training program that prepares diverse undergraduate students for a research career. Using the annual year-end student evaluation data, we examined whether science identity is a predictor or an outcome of learning that enhances career preparation in biomedical research. Results showed that science identity is a predictor of learning in our trainees. In general, students with stronger science identity at the end of Year 2 reported having acquired more research skills and experiences through the program. This finding demonstrates that science identity makes learning research skills meaningful and purposeful. Preliminary analyses also showed that the levels of science identity did not differ between Years 1 and 2. In fact, science identity approached the maximum possible scores in both years. These findings imply that the training program could have succeeded in bolstering participants’ science identity early by the end of the first year. Our findings do not rule out the possibility that science identity is both a predictor and an outcome of learning, depending on the specific contexts of learning as well as learners’ specific developmental phases. Further studies are needed to systematically test these and other possibilities.
... It has been reported by Syed et al. (2019) that science identity should be considered a fundamental and universal mediator of commitment to a STEM career. Thus, the ITEST project specifically provided experiential opportunities for students to further develop their scientific identity as a way to improve their interest, motivation, and persistence in pursuing STEM. ...
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative that involves multiple stakeholder collaborations and is led by Pace University. Within Pace, the initiative crosses over three different schools and colleges and across multiple departments. Pace University’s NSF project of focus in this article is the Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose is to increase student motivation and preparation for pursuing STEM careers. This article presents results of programming to increase student scientific identity. Findings revealed that students in the 11th grade had the highest level of scientific identity compared to other high school grades. These findings indicate that 11th grade may be an ideal timeframe for interventions to improve scientific identity. Moreover, project participants had higher levels of engagement in STEM-related activities, were more likely to watch videos made by scientists, and read articles written by scientists than those in the control group.
... STEM-related efficacy has typically been measured in several ways. Some scholars focused on efficacy in STEM-based subjects, for example, mathematics (Rozgonjuk et al., 2020), science (Lee et al., 2008;Lin & Tsai, 2013;Razali et al., 2017;Wong et al., 2019), and engineering (Syed et al., 2019). Other scholars preferred to measure STEM efficacy integratively, either measuring global STEM perceptions (subjective feeling) (Meng et al., 2014), or combining two or more STEM subjects or aspects (Luo et al., 2020). ...
... Self-identification as a scientist has been found to be a significant predictor of a trainee's persistence in science. [26][27][28][29][30][31] That the participants developed a strong scientific identity is consistent with the growing research showing that programmatic interventions (e.g., curricula, research experiences, mentoring) can directly and positively develop a trainee's evolving science identity. [31][32][33][34] The present findings are limited by the relatively small sample size and the short duration of follow-up. ...
Importance: Despite the importance of clinician-scientists in propelling biomedical advances, the proportion of physicians engaged in both hypothesis-driven research and clinical care continues to decline. Recently, multiple institutions have developed programs that promote MD-only physicians pursuing careers in science, but few reports on the impact of these are available.
Objective: To assess if a cohort-based training program for MD-only physician-scientists that includes didactic and experiential curricula favorably informs participants' scientific development.
Design: The Chan Zuckerberg Biohub (CZB) Physician-Scientist Fellowship Program (PSFP) conducted a study from July 2020 to August 2022.
Participants: 24 inaugural program participants at UCSF and Stanford University (median postgraduate year at program start, 5.5; 17 clinical specialties represented; 10 [42%] identified as female; 7 [29%] identified as underrepresented in medicine).
Exposures: The CZB PSFP is a selective two-year career development program for MD-only physicians. Participants attended a two-week immersive training at the program outset, and subsequently, weekly curricular and scientific meetings throughout the program while conducting research.
Main Outcomes and Measures: Primary outcome measurements included pre-, 1-month, and 12-month assessments of confidence in research skills, career skills, and self-identification as scientists. Program satisfaction and feedback related to program curriculum and community were collected at 1 month, 6 months, and 12 months.
Results: After 12 months, 94% reported satisfaction with the program and participants demonstrated increased confidence in research skills (mean [SD] pre vs. post, 3.79 [0.59] vs. 5.09 [0.42], P<0.01), confidence in career skills (4.00 [0.52] vs. 5.20 [0.38] P<0.01), personal identification as a researcher (4.71 [1.41] vs. 6.00 [1.33], P<0.01), and sense of belonging to a community of scientists (3.53 [1.40] vs. 5.75 [1.41] P<0.001).
Conclusion and Relevance: Participants demonstrated significant gains in confidence in core research and career skills as well as personal identification as scientists, demonstrating the efficacy of a longitudinal curriculum, peer support, and community building in fostering development as an investigator. The highly portable nature of this strategy may facilitate ready adoption and implementation at other institutions.
... Here we define with intention diverse scholars as those historically underrepresented, as a construct of ableism, gender, sexuality, cultural, and racial identities using asset-based language to capture the intersection of these complex identities Steele, 1997;Steele & Aronson, 1995). Studies have show that brief interventions have positive influences on sense of belonging (e.g., being part of something or feeling welcome, Freeman et al., 2007) and efficacy of identify as a scientist (Syed et al., 2019;Taylor, 2018;Walton & Cohen, 2011;, of which a majority of these interventions have not been disseminated beyond the small group they originally focused on. As such, the lack of cultural diversity in a dominant white, male, and able-bodied discipline persists and the lack of diversity continues to be alarming (Bowser & Cid, 2021;Sheffield et al., 2021). ...
... The results of our study supported H3 which proposed that CSE positively enhances AOC. This result is consistent with results that were achieved in previous studies on the positive impact of self-efficacy in strengthening occupational commitment (Ahmed, 2019;Syed et al., 2019). As discussed earlier through the resources of CSE, it can act as a motivating force for women who work in STEM fields to further strengthen their occupational commitment. ...
Purpose
Despite continuing under-representation of women in science, technology, engineering and mathematics (STEM) fields, the literature still falls short on identifying and explaining the factors that could contribute to women's persistence and commitment. The purpose of this research is to identify cognitive and behavioral factors that will support the occupational commitment of women in STEM.
Design/methodology/approach
Quantitative analysis is based on a questionnaire survey of 375 women working in STEM in the Middle East region. Multiple regression and bootstrapping methods were employed in the analysis of the data.
Findings
The results support the following hypotheses: personal skills development has a positive impact on affective occupational commitment and coping self-efficacy, and coping self-efficacy mediates the relationship between personal skills development and affective occupational commitment.
Originality/value
This study adds insights on the dynamic approaches adopted by women in STEM fields to overcome occupational career challenges by testing several internal drivers, coping self-efficacy and personal learning.
Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research.
Abstract
In recent years studies have revealed varying degrees of dysfunctional thoughts as related to career among young people. It is distorted cognitive processes that truncate the ability to make clear cut decisions regarding career. This conceptual article explores the impact of dysfunctional career thought on mental health among college students seeking counselling. This paper tries to understand how cognitive distortion regarding career impact mental health and means to mitigate this challenge. This study draws on expert opinions and experiential knowledge, underpinned by an extensive review of scholarly literature, peer evaluations, and document analysis in the field of advanced career. The author employed to deeply understand the impact of dysfunctional career thought and mental health within academic settings. By synthesizing insights and ideas from seasoned academics literatures and making an informed assessment of what the literature says about the topic, why it’s important and identify gaps which will be beneficial to scholars in this field.
Keywords: Dysfunctional Career Thoughts (DCT), Mental Health, Cognitive Information Processing Theory (CIP), Cognitive Processes
Background
The lack of diversity within engineering degree programs and occupations has been an ongoing concern for decades. National engineering programs have placed a high priority on broadening participation in engineering and making the engineering culture more inclusive. Specifically, the cultivation of engineering students' inclusive professional engineering identities (IPEIs)—or the value these individuals place on diversity and their willingness to act inclusively within engineering contexts—might be one way to address this long‐standing lack of representation.
Purpose
Rooted in theoretical contexts regarding professional identity development, the purpose of this study is to uncover developmental patterns of first‐year engineering students' IPEIs and factors that influence IPEI cultivation.
Methods
This study built upon the previous variable‐centered research findings regarding IPEI development. Specifically, the person‐centered approach of random intercept latent transition analysis (RI‐LTA) was utilized. RI‐LTA allows for the detection of different meaningful groups of individuals demonstrating similarities on the construct and investigating these groups for probabilistic changes over time.
Results
Four IPEI groups of students emerged with IPEI developmental patterns that were not always stable. Student IPEI classifications differed significantly across gender and students' levels of engineering identity. Furthermore, a series of intervention experiences instigated an even more malleable nature to student IPEIs.
Conclusions
Engineering students' IPEIs demonstrate some likelihood to change over time, with intervention experiences enhancing the likelihoods for changes to occur. Continuing to investigate factors influencing the positive cultivation of students' IPEIs is fundamental to broadening participation in engineering and making the engineering culture more inclusive.
This study applies an adapted Tripartite Integration Model of Social Influences (TIMSI) framework to investigate the socialization experiences of undergraduate students participating in the STEM Scholars Program (SSP), with a particular focus on the relationship between first-generation status and STEM socialization. A sample of N = 193 students was longitudinally tracked and surveyed on five occasions throughout their four-year college journey, ranging from the summer bridge to the end of their four academic college years. Through the application of latent growth curve modeling, we identified quadratic growth trajectories in three indicators of social influence/socialization processes (i.e., scientific self-efficacy, scientific identity, and SSP program values), as well as a co-development between social influence processes and scientific integration. Notably, the study finds that first-generation students report comparable growth rates of socialization experiences to their continuing-generation peers. These results suggest that the SSP may help bridge the gap for first-generation students as they embark on their journey into STEM fields. The implications of this study highlight the importance of socialization in STEM education, as well as the recruitment of first-generation students in STEM intervention programs.
The Learning Assistant (LA) model trains undergraduate student leaders to enhance student learning and engagement by supporting the classroom with research-based instructional strategies. Many disciplines in the life sciences that implemented the LA model reported increased learning gains and decreased performance gaps. However, the model is rarely implemented in engineering disciplines whose students would benefit immensely from having LA guidance in hands-on engineering courses. We illustrate Biomedical Engineering (BME), an engineering discipline whose students struggle to find cohesion between the courses and develop the learning habits they need for a successful career. The two main innovations of our work are (1) the implementation of a discipline-specific LA program for BME students and (2) the development of a neuroscience-inspired pedagogy course to introduce and push students to consider the neural underpinnings of their learning process. We report the implementation mechanics of the program and present preliminary data as success indicators. First, we qualitatively captured the pedagogy course’s impact on the trained LAs using the classroom activities they developed and a self-reflection assignment. Second, we conducted a pilot pre-post-thematic analysis, which revealed increased self-awareness, motivation to learn, and a shift from self to students and team-based learning. Third, we also measured the program’s initial impact on the students who attended LA-supported classes through surveys. The student surveys showed an overall improvement (p < 0.05, n = 217) in the socio-emotional measures contributing to career preparedness, like the sense of belonging, self-efficacy, and STEM identity. All program participants reported a transformative experience in their learning practices, study habits, and classroom dynamics.
In this study, in which a relational survey design was used, it was examined whether university students' commitment to science and their perceptions of their identity as a scientist were important determinants of their decision to pursue postgraduate education. Participants consisted of 315 second year undergraduate students who were enrolled in different programs at a higher education institution. The Commitment to Science Scale, the Scientist Identity Scale, and the Postgraduate Education Intent Scale were used as data collection tools. The stepwise regression analysis method was used to determine the level of contribution of the study variables predicting participants' intentions to pursue postgraduate education. The results showed that commitment to science and perception of identity as a scientist were significant predictors of the decision to pursue postgraduate education, and the variable of scientist identity was found to be the strongest variable explaining the participants' intentions for postgraduate education. The results draw attention to the positive aspects and importance of psychological variables related to science in creating commitment to postgraduate careers. The proliferation of a science culture that embraces undergraduate students in a campus setting can encourage students to pursue a career in science by helping them progress towards becoming a scientist.
The current study focuses on how academic motivation, academic identity, and gender work in concert to predict STEM career aspirations. We examined these relations in a sample of adolescents who predominantly identified as East Asian American (61%), which afforded insight into how career decision-making operates among students who are not well represented in the academic motivation literature. Participants were 629 adolescents (Mage = 16.09) who attended a US high school. Findings demonstrated that both facets of academic motivation (i.e., STEM self-expectancy and STEM value) were indirectly associated with STEM career interest via STEM identity. The link between STEM identity and STEM career interest was significantly stronger for girls than it was for boys. Although analyses revealed few ethnic differences, the hypothesized mediation model explained less variance for East Asian American participants than it did for participants from other ethnic backgrounds. These findings have theoretical implications for models of STEM identity development and applied implications for interventions that seek to reduce gender disparities in STEM fields.
Broadening participation in STEM for traditionally underrepresented groups has been the focus of numerous initiatives designed to diversify the STEM workforce. As a result of these initiatives, a number of research studies have identified factors that influence the persistence of African Americans in STEM graduate programs. Research studies on persistence and broadening participation for African Americans in STEM graduate programs emphasizes the role of undergraduate research programs, mentoring, sense of belonging, and self-efficacy. This chapter will highlight the role these and additional factors play in persistence and resilience for African American graduate students. This chapter will also discuss why it is essential for institutions to invest in programs and initiatives that promote persistence and address the barriers and obstacles to persistence for African American graduate students in STEM programs.
The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M age = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity tra-jectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are "a scientist"). Our results provide evidence of the
Self-efficacy is one of student’s success predictor, so it should be one of the variables to be considered in learning activities. Research on self-efficacy in pesantren has not been widely disclosed, therefore it is necessary to conduct research related to gender-based self-efficacy in pesantren. The study used an ex-post-facto non-experimental quantitative design at one of pesantren-based SMP and MTs in Pamekasan. There are 29 male and 39 female as the participants of this study. SOSESC-P was used as research instrument. Data were analyzed using t-test. Based on the result, there is no significant difference between the self-efficacy of male and female students in pesantren, tith average score of 64.12 and 64.86 respectively. This indicates that the science learning process in pesantren has succeeded in bridging the achievement of self-efficacy of male and female students, with their comprehensive learning concept in 3 dimensions, namely (1) the deep dimension of religious morality, (2) the dimensions of science and technology, and (3) dimensions of skills needed in the 21st century. The result of this study can be used as evidence in policy making, related to science learning and self-efficacy based on gender.
Utilizing Social Cognitive Career Theory (SCCT), we investigated the importance of identity‐based factors such as personal inputs and contextual affordances (e.g., having children, being married or employed, school‐family conflict, stress, participating in Native American cultural activities) in understanding Native American undergraduates' intentions and decision to major in STEM fields. Past studies have examined the role of SCCT in undergraduate students' major choice and the underrepresentation of certain marginalized groups in STEM majors. Yet few studies have examined if these relationships extend to Native American undergraduates or how the SCCT model may vary based on the complex identities Native American peoples may hold. The findings highlight the importance of contextualizing major choice through a Native American lens. For Native American students, we find being married or employed, having children, and family stress negatively impact intent to major in STEM fields. We also find support for several SCCT variables and intent to major in STEM disciplines. Specifically, we discuss fostering identity as a scientist as a fruitful avenue for increasing intent to major in STEM fields. Results are compared to a White undergraduate group and implications are discussed for institutions of higher education and Tribal governments and leaders.
Research suggests that developing an identity as a person in STEM is necessary for learners from marginalized groups to persist in STEM education and careers. These learners may perceive that their race, gender, or other characteristics make it difficult for their peers and supervisors to recognize them as scientists or engineers, thus disrupting their ability to maintain successful degree progress and to pursue their STEM career aspirations. Here we discuss the specific ways we designed inquiry workshops to not only clarify difficult core STEM content, but to also promote learners’ competence, performance, and targeted recognition as scientists. Our workshops were designed for students interested in chemistry, climate science, physics, and toxicology at the University of California, Santa Cruz (UCSC), Workshops for Engineering & Science Transfers (WEST) 2019 program. In designing our workshops, we focused on promoting the scientific identities of our learners by incorporating authentic ways for students to receive recognition from both peers and instructional facilitators, as well as allowing students to tap into their own personal interests and values. Insights from our designed assessments for learners’ understanding of our content demonstrate the success of our initiatives and provide further areas of improvement. Our goals are to create inclusive workshops to support students from all backgrounds, with emphasis on underrepresented backgrounds (community college, first generation, students of color, women, and LGBTQ+ students, etc.) as well as support them in other contexts, such as when mentoring STEM students in academic laboratory settings.
Security is an essential consideration as technology continues to flourish and permeate society. To establish professionals trained to actively prevent and combat threats, educators must find ways to increase awareness, interest, and familiarity with cybersecurity topics. In this paper, we describe our approach to deploying Critical Infrastructure Security and Resilience (CISR) modules into an existing undergraduate course. We applied a combination of the Communication Theory of Identity and Disciplinary Identity Theory, specifically focusing on Computing Identity, as the frameworks that guided our inquiry and interpretation of the findings. We also utilized pre-and post-module surveys (n = 51) and Wilcoxon signed-rank tests to assess the efficacy of the modules over three semesters, and to learn more about their impact on students' understanding, attitudes, and interest in cybersecurity topics. Upon completion of the modules, students reported feeling more confident in "undertaking and succeeding in" finding ways to exploit vulnerabilities in existing software, and in implementing protocols to allow data to be sent securely over a network, among other findings. Apart from detailing the benefits of embedding rigorous CISR modules into the curriculum, we also discuss additional pedagogical approaches that can further develop the skills of the future cybersecurity workforce.
The present study investigated the effects of participating in a jigsaw activity on individual college student performance. Participants were 126 students enrolled in a Social Psychology course in one of four different semesters. Each student was assigned to teach one of three topics to their peers and learned about the other two topics in their jigsaw groups. Students were then tested on all three topics, or asked to choose which topic they would like to write about. Results showed that when given the option, a majority of students (62.96%) preferred to write about their assigned jigsaw topic. Furthermore, when forced to write about all three assigned topics, students performed better on the short-answer question related to the topic they had taught, compared with those not assigned to that topic for the subject of group dynamics, F(4, 162) = 3.69, p = .007, and the subject of attributional biases, F(4, 58) = 4.10, p < .01. These effects held for both short-term recall on a quiz as well as for longer-term recall on an exam a week later. Students also reported understanding the topic they taught better than those not assigned to that topic. These results highlight the benefits of students teaching, as part of a jigsaw activity, on their own learning.
This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.
Undergraduate research experiences in science, technology, engineering, and mathematics (STEM) fields expose students to scientific research and are thought to increase student retention in STEM. We developed a pre- and post-survey and administered it to the participants of the Harvard Forest Summer Research Program in Ecology (HF-SRPE) to evaluate the effectiveness of these programmatic goals. Between 2005 and 2015, the survey was sent to all 263 HF-SRPE participants; 79% completed it. Results, controlled for prior experiences, revealed significant improvements across all learning goals. Prior laboratory research experience and perception of being a respected member of a research team were positively associated with gains in research skills and abilities to do and present research. Although the pre- and post-surveys did not indicate changes in the students' goals of pursuing STEM and/or environmental careers, the positive learning gains suggest that students with prior interests in STEM fields take advantage of UREs to solidify further their aspirations in STEM. © The Author(s) 2016. Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved.
Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women’s underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women’s participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields.
Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepre-sented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American Meyer-hoff students were 4.8 times more likely to complete STEM PhDs than comparison sample students. To enhance understanding of potential mechanisms of influence, the second study used data from the 22nd (Fall 2010) to 25th (Fall 2013) cohorts (N = 109) to test the hypothesis that perceived program benefit at the end of freshman year would mediate the relationship between sense of community at the end of Summer Bridge and science identity and research self-efficacy at the end of sophomore year. Study 2 results indicated that perceived program benefit fully mediated the relationship between sense of community and both criterion measures. The findings underscore the potential of comprehensive STEM intervention programs to enhance PhD completion, and suggest mechanisms of influence.
Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.
This study investigated associations between natural mentoring relationships and academic performance via psychological distress among underrepresented college students attending an elite predominantly White institution (PWI). Specifically, this study explored whether the quantity of natural mentors possessed upon college entry, the retention of natural mentors across the first year of college, and overall changes in the number of natural mentors possessed during the first year of college predicted improvements in students' semester grade point averages (GPAs) via reductions in psychological distress. Participants in this study included 336 first-year undergraduate students attending a selective PWI. Students were eligible to participate in this study if they were first-generation college students, students from economically disadvantaged backgrounds, or students from underrepresented racial/ethnic minority groups. Results of this study indicated that a greater number of retained natural mentoring relationships across the first year of college were associated with improvements in students' GPAs via reductions in symptoms of depression from the Fall to Spring semester. The results of this study suggest that institutional efforts to support the maintenance of preexisting mentoring relationships may be an effective approach to promoting the academic success of underrepresented college students during the first year of college.
This review integrates 12 years of research on the relationship between academic self-efficacy and university student's academic performance, and known cognitive and motivational variables that explain this relationship. Previous reviews report moderate correlations between these variables, but few discuss mediating and moderating factors that impact this relationship. Systematic searches were conducted in April 2015 of psychological, educational, and relevant online databases for studies investigating academic self-efficacy and performance in university populations published between September 2003 and April 2015. Fifty-nine papers were eligible. Academic self-efficacy moderately correlated with academic performance. Several mediating and moderating factors were identified, including effort regulation, deep processing strategies and goal orientations. Given the paucity of longitudinal studies identified in this review, further research into how these variables relate over time is necessary in order to establish causality and uncover the complex interaction between academic self-efficacy, performance, and motivational and cognitive variables that impact it.
This review article examined research on women's experiences in science, technology, engineering, and mathematics (STEM) fields in an identity-threat context, highlighting the importance of motivational variables (achievement motivation, belonging, and experience of interest) as mediators. The specific focus is the impact of identity threat on the paucity of women in STEM fields at both the educational and professional levels, highlighting the differential motivational experiences of women in STEM that result from the negative association between women and sciences. Focus includes achievement motivation, belonging, and experience of interest as key variables in explaining the relation between identity threat and performance/persistence in STEM for women. The first half of the review examines the empirical research that has used motivational variables to explain the relation between identity-threat and performance gap for women; the second half discusses interventions that have successfully increased wom-en's motivational experiences in STEM. This review provides a unique contribution to the literature by focusing on the translational aspect of the multiple mediator model within the identity-threat framework.
Linkages between a global measure of mentoring experiences, gender, and four outcome variables were investigated. Also, the moderating effects of gender were examined to determine whether mentoring is differentially associated with career outcomes for men and women. Business school graduates (147 women and 173 men) provided information about their backgrounds, companies, positions, mentoring practices, compensation, and compensation satisfaction. Individuals experiencing extensive mentoring relationships reported receiving more promotions, had higher incomes, and were more satisfied with their pay and benefits than individuals experiencing less extensive mentoring relationships. There were no gender differences with regard to the frequency of mentoring activities, and gender did not moderate mentoring-outcome relationships. The results are discussed within the context of a $7,990 income difference between men and women.
Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.
In this study, we tested the hypothesis that self-efficacy and self-concept reflect different underlying processes and both are critical to understanding long-term achievement outcomes. Although both types of self-belief are well established in educational psychology, research comparing and contrasting their relationship with achievement has been surprisingly sparse. This is particularly the case when considering critical developmental periods and high-stakes achievement outcomes. In the current research, we use the longitudinal study of Australian youth which uses the 2003 Australian Programme of International Student Assessment cohort (N = 10,370; M [age] = 15) as the first time wave and follows participants over eight years. Using latent path modelling and controlling for a wide range of background covariates, we found: (a) strong relations between achievement, self-efficacy and self-concept in mathematics at age 15; (b) both self-concept and self-efficacy were independent and similarly strong predictors of tertiary entrance ranks at the end of high school; (c) math self-efficacy was a significant predictor of university entry but math self-concept was not; and (d) math self-concept was a significant predictor of undertaking post-school studies in science, technology, engineering or math, but math self-efficacy was not.
In U.S. coverage of leadership in science and engineering (S&E), Latinos are generally dismissed from consideration. The pipeline metaphor tends to ignore advances made by Latinos in completing doctoral degrees in S&E. New data suggest a better metaphor, the pyramid of higher education, for understanding the progress of Latinos in S&E. Questions addressed include, what fields are pursued? What is the citizenship of Latino doctorates? What are the baccalaureate origins of Latina/o doctorates? What roles do community colleges and Hispanic-serving institutions play in serving Latinas/os?
Resumen: En los Estados Unidos de América cuando se habla del liderazgo en ciencia e ingeniería (C & I) generalmente no se incluyen individuos latinos. La metáfora de una tubería tiende a ignorar los avances hechos por latinos que han terminado doctorados en C & I. Nueva información sugiere una metáfora superior para entender el progreso de Latinos en C & I: la pirámide de educación superior. Se añaden estas preguntas: ¿Cuáles son los campos que se estudian? ¿Cuál es la ciudadanía de doctores Latinos? ¿Cuáles son los orígenes de pre-grado de doctores latina/os? ¿Qué papeles juegan las preparatorias y las instituciones que sirven poblaciones hispanas cuando le dan servicio a latina/os?
This article maps recent progress on 5 key questions about "the academic pipeline problem" of different rates of persistence through school among ethnically diverse students across the nation. The article shows the complementary development of the Overlapping Spheres of Influence Theory and Sociocultural Theory and aligns concepts and measures across theories. Evidence from the Center for Research on Education, Diversity, and Excellence and other studies points to 5 major findings. First, tracing demographics across ethnicity, income, and geography can contribute to opening the academic pipeline. Second, families are key to students' developing and sustaining educational and career aspirations and school achievement, not only among college-educated families, but also among low-income, minority, and immigrant families. Third, it is important to recognize how early children's pathways in math and language divide as they move through school if successful pathways are to be sustained. Fourth, across age, ethnic, and income groups, the most successful students build links across their families, schools, peers, and communities, who in turn support students' pathways. Fifth, sustained educational partnerships draw on long-term data to connect measurable goals from childhood to college and careers. Finally, an agenda is outlined for advancing science, policy, and practice.
Response representativeness is more important than response rate in survey research. However, response rate is important if it bears on representativeness. The present meta-analysis explores factors associated with higher response rates in electronic surveys reported in both published and unpublished research. The number of contacts, personalized contacts, and precontacts are the factors most associated with higher response rates in the Web studies that are analyzed.
This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum.
Claude Steele’s stereotype threat hypothesis posits that when there are negative stereotypes about the intellectual capacity of certain (stigmatised) groups, members of that group suffer aversive consequences; group members who are most strongly identified with the stigmatised domain in question (e.g., intellectual or academic ability) are those most likely to suffer the effects of stereotype threat. In education, it is widely held that personal investment in schooling should lead to more positive outcomes. However, highly‐invested individuals will most keenly experience the negative effects of stigma. Thus those most at risk for withdrawing from school among students of colour (who suffer a stigma of intellectual inferiority) could be those most invested in schooling. This hypothesis was tested by measuring identification with academics among a group of incoming students at a racially diverse inner‐city high school in the Midwest USA. Regardless of race, the students who most strongly identified with academics (they valued and considered academics central to the self) had higher GPAs, lower levels of absenteeism, and fewer behavioural referrals. However, among students of colour the most strongly identified were more likely to withdraw, while identification with academics did not significantly influence the withdrawal of Caucasian students. These results highlight the importance of providing a supportive environment that diffuses stereotype threat for all students, even those who appear to be academically successful.
This study examines the association between undergraduate research participation and college success in the biological sciences. We find that undergraduate research participation is significantly associated with earning a baccalaureate degree and with persistence and outstanding performance among biology majors for all racial/ethnic groups at a large research university.
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
The article places current efforts to increase the participation of underrepresented minorities in science, technology, engineering, and mathematics (STEM) in the context of societal changes of the past 50 years. Dr. Freeman Hrabowski, president of the University of Maryland, Baltimore County (UMBC), describes key experiences that contributed to his development as an educator, including his participation as a child leader in the 1963 Children’s March in Birmingham, Alabama. These experiences informed development of the university’s Meyerhoff Scholars Program, which is focused on preparing students from underrepresented groups to complete STEM doctorates and pursue research careers. The approach taken in this strengths-based program has been applied broadly, both on and off campus, and it has led to the development of an institutional culture that embraces academic innovation and student success.
The goal of this study is to examine whether participation in high school research apprenticeships increases pursuit of degrees and careers in science, and to explore other apprenticeship benefits. Students who participated in a research apprenticeship were surveyed about its influence on their undergraduate, graduate, and professional decisions. A control group who attended the same high schools, had similar grade point averages, and graduated with the apprenticeship participants was also surveyed. It was found that a significantly higher fraction of the apprenticeship group majored in Science, Math, Engineering, and Technology (STEM) fields, pursued careers in STEM disciplines, and found the experience to strategically influence their job performance.
This mixed-methods study examines mentoring relationships in an ethnically diverse sample of undergraduates in majors related to science, technology, engineering, and math (STEM). Guided by an intersectionality framework, we examined whether features of research mentoring differ at the intersection of ethnicity and gender. Survey data from undergraduates (N = 486; 76% members of underrepresented ethnic groups; 66% women) revealed ethnic and gender variation in the amount of mentoring that participants reported receiving. Findings also showed that higher levels of instrumental mentoring at the study’s outset predicted higher STEM self-efficacy 1 year later. This finding was not moderated by ethnicity or gender, suggesting that instrumental mentoring bolsters self-efficacy among students from diverse backgrounds. To supplement the quantitative findings, we collected open-ended data from a subset of participants’ mentors (N = 97). Thematic analysis of these data provides insight into the range of strategies that mentors used to bolster students’ STEM self-efficacy.
This review had three aims: (a) examine the relationship between self-efficacy (SE) and academic performance (AP) in Latina/o students, (b) identify the types of measures of SE and AP that have been used, and (c) identify the differences between global and specific measures of SE in predicting academic performance in Latina/o students. Twenty-seven articles were included in the analysis. Major findings included the following: (a) significant and positive relationship between self-efficacy and academic performance in Latina/o students, at all educational levels, and through different types of measurements of self-efficacy and academic performance; (b) particular performance domains or content, or task-specific variables, were more favorable in the examination of the relationship between self-efficacy and academic performance than global domains; (c) Latina/o is not a homogeneous group; therefore, acculturation process, immigration status, family’ experience on higher education, affective variables, and parents’ and teachers’ support were also factors that significantly correlated with Latina/os’ academic achievement.
Social science researchers have increasingly focused on understanding the precursors to gender disparities favoring men in the physical sciences, technology, engineering, and mathematics (pSTEM). In the current work, we hypothesized that the core social need to belong explains persistence in pSTEM for women more so than for men. We conducted three field studies with data from close to 3,000 participants bridging a wide span of higher education levels and differing pSTEM fields. In each study, we found gender disparities on sense of belonging in pSTEM favoring men. Moreover, sense of belonging explained persistence intentions for both women and men in one study and explained persistence intentions and actual persistence in pSTEM coursework for women, more so than for men, in the other two studies, even after controlling for two conventional predictors of academic achievement (self-efficacy and exam performance). These results highlight the role of belonging in gender differences in pSTEM persistence and indicate STEM educators should strive to create inclusive learning environments for all students. Additional online materials for this article are available on PWQ’s website athttp://journals.sagepub.com/doi/suppl/10.1177/0361684317720186
The present research seeks to better understand women's underrepresentation in STEM fields by examining the interplay between their STEM success expectancies and academic achievement. In a sample of women from STEM undergraduate majors (N = 158), cluster analysis revealed a group of “self-doubting achievers” who were characterized by low expectations for success in STEM despite relatively strong academic achievement. Analyses testing for correlates of cluster membership illustrated that relative to other women in STEM majors, the self-doubting achievers were significantly lower in peer support, STEM identity, and STEM value. One year later, follow-up analyses were carried out with a subset of the original sample. Findings demonstrated that the self-doubting achievers were still characterized by fairly strong achievement and fairly low success expectancies; they also continued to report low levels of peer support relative to other women. Collectively, findings have implications for outreach efforts that target gender disparities in STEM fields.
Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While sup- porting all students’ engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors.
This article reports on meta-analyses of the relations of self-efficacy beliefs to academic performance and persistence. Results revealed positive and statistically significant relationships between self-efficacy beliefs and academic performance and persistence outcomes across a wide variety of subjects, experimental designs, and assessment methods. The relationships were found to be heterogeneous across studies, and the variance in reported effect sizes was partially explained by certain study characteristics. Implications for further research and for intervention are discussed.
This study evaluated the extent to which 14 research skills were enhanced by science undergraduates' participation in an undergraduate research experience (URE). Fifty-seven undergraduates self-rated their ability to perform the skills at the beginning and end of the URE. Faculty mentors' ratings of their respective interns' skills served as an objective measure of intern skill level. Mentor and intern data revealed that the URE enhanced some skills better than others. At the end of the URE, female interns rated their ability to understand concepts in their field significantly lower than did male interns. Female interns also tended to perceive less of an increase in their ability to formulate research hypotheses than did male interns.
We examined the potential benefits and risks associated with participation in five types of activities: prosocial (church and volunteer activities), team sports, school involvement, performing arts, and academic clubs. Our sample included 1,259 mostly European American adolescents (approximately equal numbers of males and females). First, we explore the link between involvement in these activities and our indicators of positive and negative development. Involvement in prosocial activities was linked to positive educational trajectories and low rates of involvement in risky behaviors. In contrast, participation in team sports was linked to positive educational trajectories and to high rates of involvement in one risky behavior, drinking alcohol. Then, we explore two possible mediators of these associations: peer associations and activity-based identity formation. The evidence supported our hypothesis that group differences in peer associations and activity-based identities help explain activity group differences.
Convergent evidence from the diverse lines of research reported in the present special issue of this journal attests to the explanatory and predictive generality of self-efficacy theory. This commentary addresses itself to conceptual and empirical issues concerning the nature and function of self-percepts of efficacy.
Prior research shows that undergraduates tend to identify more strongly with the field of science after participating in scientific research. However, mediators that might account for this association are not well understood. In the current study, we propose that science self-efficacy may serve this mediational function. Specifically, data from a 2-year longitudinal study were used to test a model in which science self-efficacy was expected to mediate the association between research involvement and identity as a scientist. The ethnically diverse sample included 251 undergraduates who were recruited from colleges and universities across the United States. The hypothesized mediation model was tested with a cross-lagged panel analysis. As expected, greater levels of research experience at Time 1 predicted higher identity as a scientist at Time 3, and this association was mediated by science self-efficacy at Time 2. Exploratory analyses testing for ethnic and gender differences in the model suggested that the associations in the model were similar for undergraduates from diverse backgrounds. From a theoretical standpoint, the current study provides novel insight into how research experience, efficacy, and identity relate to one another over time. Applied implications center on the importance of involving undergraduates in research that has the potential to bolster their science self-efficacy. © 2015 Wiley Periodicals, Inc. J Res Sci Teach