Student retention in science, technology, engineering, and mathematics (STEM) majors is a national concern. Research typically emphasizes attrition in STEM fields by examining factors driving students to switch career paths. This study used embeddedness theory to instead focus on factors that better anchor students within their majors. Focus groups were conducted with 21 junior and senior students majoring in STEM to contextualize the 3 tenets of embeddedness: fit, links, and sacrifice. Results supported embeddedness theory as a viable framework for understanding and promoting STEM student retention because fit, links, and sacrifice were all cited as factors that enriched the student experience. Gender differences suggested a heightened sense of pride for women as compared with men who pursue STEM degrees. Results inform ways to contextualize quantitative measures of STEM embeddedness. To facilitate retention, career counselors, instructors, and others may assist students to frame challenge as normal among persisting STEM upperclassmen.

No abstract

The number of students, particularly the number of women, completing science, technology, engineering, and mathematics (STEM) undergraduate degrees is insufficient to meet the U.S. demand. Thus, research investigating key predictors of STEM commitment is of high importance. Applying the Social Cognitive Model of Career Self‐Management (SCCT‐CSM; Lent & Brown, ) as a guiding framework, this study examined the relationship between work–family balance self‐efficacy (WFSE) and STEM commitment as moderated by gender. The sample included 246 STEM students (106 women, 140 men) from a southeastern university. A 3‐step hierarchical regression analysis demonstrated that WFSE accounted for incremental variance in STEM commitment beyond traditional social‐cognitive predictors, and gender moderated the relationship between WFSE and STEM commitment. Contrary to expectations, the relationship was stronger for men than for women. Findings suggest resiliency among women, showing that they are committed to STEM regardless of low WFSE. Practical implications for university and workplace contexts are discussed.

No abstract

No abstract