Assessing Peer Attitudes Among Stem Students And The Potential Effects On The Retention Of Minorities In Stem Programs

The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow, it is essential that higher education institutions improve minority students' persistence in STEM education. This chapter addresses existing research focused on student retention and obstacles and barriers related to minority students. However, there is little evidence that researches have actually addressed the issue by uncovering the minority students' perspectives. Consequently, the aim of this chapter is to provide a window into the minority student's persistence in STEM programs through a theoretical framework of student retention and the students' experiences.

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The Road to Becoming a Scientist: A Mixed-Methods Investigation of Supports and Barriers Experienced by First-Year Community College Students

Teachers College Record ◽

10.1177/016146812012200208 ◽

2020 ◽

Vol 122 (2) ◽

pp. 1-50

Author(s):

Xueli Wang ◽

Kelly Wickersham ◽

Seo Young Lee ◽

Na Bedolla Lor ◽

Ashley Gaskew ◽

...

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Mixed Methods ◽

Community College Students ◽

Interview Data ◽

Full Time ◽

The Road ◽

Stem Programs ◽

Stem Students

Background Although a long line of research has been devoted to transfer pathways in general, there remains limited work on the capacity for community colleges to cultivate STEM baccalaureate transfer. In particular, both quantitative and qualitative evidence is extremely sparse on how STEM-aspiring students beginning at community colleges experience supports and barriers on their journey to pursue a STEM baccalaureate. Purpose This mixed-methods study addresses the question: What salient factors are associated with beginning community college STEM students’ decisions to transfer into baccalaureate STEM programs, and how do students describe the supports and barriers they experienced specifically pertaining to these factors? Research Design Guided by the STEM Transfer model, we carried out this research using an explanatory sequential mixed-methods design. We incorporated survey, administrative, and interview data from three large two-year institutions in a Midwestern state. We applied Artificial Neural Network (ANN) techniques to identify factors associated with beginning community college STEM students’ decisions to transfer into baccalaureate STEM programs. Based on the factors that emerged from ANN, we analyzed the interview data to give meaning to the identified factors using students’ rich descriptions of their experiences. Findings Results from the ANN revealed that students’ initial attitudes toward science was the most salient factor related to transfer in STEM. Following that, GPA, students’ initial attitudes toward math, transfer capital, being employed full time, major declaration, science preparation in high school, income levels above middle level, and transfer efficacy also turned out to be important variables shaping students’ transfer in STEM. Qualitative results further illustrated how the factors from the ANN exerted their impact. Conclusions This mixed-methods research illuminated significant factors shaping the road to becoming a scientist, as well as how those factors manifested their influences within the contexts of students’ educational journeys. Through this approach, we were able to establish the significance of influential factors without presuming directionality and leverage the interview data to disentangle how these factors functioned independently and together in sophisticated and nuanced ways. Our study brings forth a deeper understanding of community college students’ STEM pathways, including the many plot twists and processes involved to overcome challenges and maintain progress.

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Teaching Undergraduate STEM Students as Emerging Adults

Emerging Realities and the Future of Technology in the Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6480-6.ch011 ◽

2021 ◽

pp. 176-190

Author(s):

Michelle Lee D'Abundo

Keyword(s):

United States ◽

Adult Learners ◽

Emerging Adults ◽

Stem Education ◽

Online Courses ◽

Emerging Adult ◽

The United States ◽

Stem Programs ◽

Reform Strategies ◽

Stem Students

The need to reform science, technology, engineering, or math (STEM) education in the United States has been shown through both industry and educational research. Despite many suggested reform strategies including applied, active learning, most STEM undergraduate education is being delivered in large, lecture-based classrooms. In 2020, the need to deliver STEM undergraduate courses online complicated reform efforts. This chapter is focused on the need to reframe reform efforts to be more focused on designing and delivering STEM online courses to develop emerging adult learners. This would involve moving from the primary mode of pedagogical instruction to andragogical instruction designed to be more inclusive and engaging. This approach would provide opportunities for learners to become more self-regulated in online STEM education with the goal of cultivating self-directed learners that will be retained in STEM programs and ultimately be successful future STEM professionals.

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