scholarly journals Inside the STEM pipeline: Changes in students’ biomedical career plans across the college years

2021 ◽  
Vol 7 (18) ◽  
pp. eabe0985
Author(s):  
Emily Q. Rosenzweig ◽  
Cameron A. Hecht ◽  
Stacy J. Priniski ◽  
Elizabeth A. Canning ◽  
Michael W. Asher ◽  
...  
Keyword(s):  
Graduate Education ◽  
Career Paths ◽  
College Graduation ◽  
Stem Fields ◽  
Career Plans ◽  
Science Technology ◽  
Stem Pipeline ◽  
Interview Survey ◽  
And Mathematics ◽  
Biomedical Fields

Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who “leak” from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years, we examined the experiences of 921 students who persisted in biomedical fields through college graduation and planned to pursue biomedical careers. Despite remaining in the biomedical pipeline, almost half of these students changed their career plans, which was almost twice the number of students who abandoned biomedical career paths altogether. Women changed plans more often and were more likely than men to change to a career requiring fewer years of post-graduate education. Results highlight the importance of studying within-pipeline patterns rather than focusing only on why students leave STEM fields.

scholarly journals Using a Champion-Oriented Mindset to Overcome the Challenges of Graduate School

2021 ◽  
Author(s):  
Andrea Marshall ◽  
Caroline Palavicino-Maggio ◽  
Kit Neikirk ◽  
Zer Vue ◽  
Heather Beasley ◽  
...  
Keyword(s):  
Graduate Education ◽  
Graduate School ◽  
Prospective Students ◽  
Post Graduate ◽  
Perceived Need ◽  
Minority Participation ◽  
Science Technology ◽  
Stem Pipeline ◽  
And Mathematics ◽  
University Undergraduates

Despite efforts to increase diversity, a glaring underrepresentation of minorities (URM) persists in the fields of science, technology, engineering, and mathematics (STEM). Graduate school can be a stressful step in the STEM pipeline, especially for students previously unaware of the structure and challenges of post-graduate education. To promote successful minority participation in STEM and prepare prospective students for the impending challenges of graduate school, we developed a workshop based on the mentoring and fostering of a champion-oriented mindset entitled, The Trials and Tribulations of Graduate School: How Do You Make an Impact?. We administered the workshop to a cohort of university undergraduates and conducted pre- and post-workshop surveys to measure students perceived need for instruction on specific workshop topics. The results suggest that the workshop was well received by the students and provided information that they considered helpful to help navigate the graduate school process.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

Navigating the Landscape of the STEM Professoriate

2019 ◽  
pp. 22-65
Author(s):  
Pamela M. Leggett-Robinson ◽  
Brandi Campbell Villa
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Women Of Color ◽  
Institutional Racism ◽  
Stem Fields ◽  
Self Presentation ◽  
Science Technology ◽  
Trade Magazines ◽  
And Mathematics ◽  
Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

Best Practices for Growing the STEM Pipeline for Women

2020 ◽  
pp. 182-201
Author(s):  
Julie C. Murphy
Keyword(s):  
High School ◽  
College Women ◽  
Education System ◽  
Minority Women ◽  
Stem Fields ◽  
System A ◽  
Stem Pipeline ◽  
Collegiate Experience ◽  
And Mathematics

In today's fast paced education system, a huge emphasis has been placed on increasing the number of women who want to enter college studying science, technology, engineering, and mathematics (STEM). Many holistic interventions, particularly in engineering happening during the high school years, are already seeing results with college women investigating roles in engineering at a higher rate than in the past. However, the initial success they are experiencing in traditionally male-dominated STEM fields is not manifesting itself long term. It is clear that more strategies are needed to place women in the position to be more confident entering the workforce in all STEM fields especially engineering. This chapter will look at the innovative ways mentoring is being used during the course of a student's collegiate experience to keep women invested in the STEM fields and how more needs to be done in this area particularly for our minority women in order to grow the STEM pipeline permanently.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

Old Problem, New Perspectives: Applying Anzaldúan Concepts to Underrepresentation in STEM

2020 ◽  
pp. 089484532090179
Author(s):  
Ellen Hawley McWhirter ◽  
Rachel Gali Cinamon
Keyword(s):  
Stem Education ◽  
Minority Groups ◽  
Skills Training ◽  
Ethnic Minority Groups ◽  
Stem Fields ◽  
Top Down ◽  
Work Settings ◽  
Science Technology ◽  
Information Awareness ◽  
And Mathematics

Women and members of many ethnic minority groups continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) education and work settings. In this article, we propose that Gloria Anzaldúa’s concepts of nepantla and nepantleras/os can be used to enrich perspectives on underrepresentation among those studying, working, and persisting in STEM fields. We describe how diversity practices may fail to address and foster inclusion in STEM education and workplaces and link inclusion and belonging to engagement and retention in STEM. Recommendations are offered for combining top-down and bottom-up strategies providing information, awareness, and skills training in STEM environments, including recognizing and engaging the insights and experiences of nepantleras/os.

Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

2016 ◽  
Vol 11 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick
Keyword(s):  
High School ◽  
College Major ◽  
Major Choice ◽  
Longitudinal Survey ◽  
College Major Choice ◽  
Science Technology ◽  
Stem Pipeline ◽  
Stem Major ◽  
And Mathematics ◽  
Scientific Fields

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.

scholarly journals Maybe She Is Relatable

2018 ◽  
Vol 42 (2) ◽  
pp. 192-219 ◽  
Author(s):  
Evava S. Pietri ◽  
India R. Johnson ◽  
Ezgi Ozgumus ◽  
Alison I. Young
Keyword(s):  
Gender Bias ◽  
Harmful Effect ◽  
Women Scientists ◽  
Woman Scientist ◽  
Stem Fields ◽  
Female Scientist ◽  
Control Information ◽  
Women College Students ◽  
Science Technology ◽  
And Mathematics

In the current research, we explored whether informing women about gender bias in science, technology, engineering, and mathematics (STEM) would enhance their identification with a female scientist and whether this increased identification would in turn protect women from any adverse effects of gender bias information. We found that, relative to a control information condition, gender bias information promoted beliefs that a successful woman (but not a man) scientist had encountered bias and encouraged identification with that woman scientist. Feelings of empathic concern was an important mechanism underlying this increased identification (Experiments 2 and 3). Moreover, when presented with a man scientist, information about gender bias in STEM decreased female participants’ anticipated belonging and trust in a STEM environment, compared to participants in a control information condition (Experiment 1a and 1b). However, identifying with a woman scientist after learning about sexism in STEM fields alleviated this harmful effect. Finally, compared to those in the control condition, women college students who learned about gender bias reported greater interest in interacting with a woman STEM professor at their university (Experiment 3). Our results suggest that interventions that teach women about gender bias in STEM will help women identify with women scientists. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317752643 .

scholarly journals Perceptions of stereotypes applied to women who publicly communicate their STEM work

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Merryn McKinnon ◽  
Christine O’Connell
Keyword(s):  
Institutional Change ◽  
Role Models ◽  
Stem Fields ◽  
Cultural Backgrounds ◽  
Negative Stereotypes ◽  
Science Technology ◽  
Gender Biases ◽  
Academic Settings ◽  
Predominantly Female ◽  
And Mathematics

AbstractGender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

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