New Measures Assessing Predictors of Academic Persistence for Historically Underrepresented Racial/Ethnic Undergraduates in Science

Byars‐Winston, Angela; Rogers, Jenna Griebel; Branchaw, Janet; Pribbenow, Christine Maidl; Hanke, Ryan; Pfund, Christine

doi:10.1187/cbe.16-01-0030

Cited by 46 publications

(61 citation statements)

References 42 publications

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“…In general, theoretically driven research in STEM contexts has found more consistent and somewhat larger associations between mentoring and STEM-related psychosocial or persistence outcomes than has been reported in studies of mentoring in more heterogeneous college contexts. For example, researchers using SCCT [ 41 , 44 ] have found moderate positive associations between mentorship support and psychosocial outcomes (e.g., science self-efficacy), as well as small-to-moderate associations with intentions to persistence in STEM among HU college students (i.e., racial/ethnic minorities) [ 45 – 48 ]. Similarly, researchers studying women pursuing STEM degrees have shown significant small-to-moderate positive associations between mentorship and a sense of belong, science identity, and intentions to persist in a scientific career [ 49 , 50 ].…”

Section: Introductionmentioning

confidence: 99%

Testing models of reciprocal relations between social influence and integration in STEM across the college years

et al. 2020

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The present study tests predictions from the Tripartite Integration Model of Social Influences (TIMSI) concerning processes linking social interactions to social integration into science, technology, engineering, and mathematics (STEM) communities and careers. Students from historically overrepresented groups in STEM were followed from their senior year of high school through their senior year in college. Based on TIMSI, we hypothesized that interactions with social influence agents (operationalized as mentor network diversity, faculty mentor support, and research experiences) would promote both short- and long-term integration into STEM via social influence processes (operationalized as science self-efficacy, identity, and internalized community values). Moreover, we examined the previously untested hypothesis of reciprocal influences from early levels of social integration in STEM to future engagement with social influence agents. Results of a series of longitudinal structural equation model-based mediation analyses indicate that, in the short term, higher levels of faculty mentorship support and research engagement, and to a lesser degree more diverse mentor networks in college promote deeper integration into the STEM community through the development of science identity and science community values. Moreover, results indicate that, in the long term, earlier high levels of integration in STEM indirectly influences research engagement through the development of higher science identity. These results extend our understanding of the TIMSI framework and advance our understanding of the reciprocal nature of social influences that draw students into STEM careers.

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Section: Introductionmentioning

confidence: 99%

Testing models of reciprocal relations between social influence and integration in STEM across the college years

et al. 2020

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“…There is a growing body of work looking at what causes this lack of representation. Much of this work is situated in studies of identity, and how Black students negotiate the complex identities required of them as they pursue careers and studies in science, technology, engineering, and math (STEM) [2,3]. While these identity studies are necessary for the goal of understanding Black physics experiences, there is room for broadening the discussion to include perspectives that focus on systemic, institutional, and structural factors that influence identity development.…”

Section: Introductionmentioning

confidence: 99%

“…Research shows that physics culture includes barriers that Black students must persist through in order to remain in STEM. We inform the current study from the literature on experiences of Black students in STEM broadly [2,3], and the many identity studies about women of color in physics [4][5][6][7]. A feature of physics culture that is at the root of these barriers is a "culture of no culture" ideology, which is a pervasive belief that physics is objective and hence not biased [8].…”

Section: Introductionmentioning

confidence: 99%

“…Reports on the experiences of underrepresented groups in physics give a wide array of examples of how physics culture excludes them in explicit and implicit ways [9]. Black students often report feelings of isolation and experiencing discrimination in their departments [2,3,10]. These are ways that structural racism and sexism impact Black students' mental health and wellness while pursuing degrees and careers in STEM fields [11].…”

Section: Introductionmentioning

confidence: 99%

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Deconstructing Black physics identity: Linking individual and social constructs using the critical physics identity framework

Hyater-Adams

Fracchiolla

Williams

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Understanding the ways in which Black folks identify as physicists can provide useful information about the facets of the physics discipline that perpetuate systems of oppression. In prior work, we developed the critical physics identity (CPI) framework to identify the structures and systems that impact the ways that people identify with the physics discipline. In this paper, we apply the CPI to deconstruct the factors that influence physics identity for a sample of undergraduate, graduate, and professional Black physicists. Using the CPI constructs, we classify important internal and external factors that influence how they identify, or not, as a physics person. We find that racialized resources were more influential than physics identity constructs, and document the subcodes of each CPI construct that are discussed most frequently among participants. We note variations between early and later career physicists and between men and women.

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“…I was never taught that culture has any relationship with the learning process of my students. Ethnic identity, cultural congruity, and acculturation were new terms I learned that play an important part in the success of my students (6,7). Furthermore, Yosso's Cultural Wealth Model represents how students of color access and experience college based on six forms of cultural capital that include aspirational, linguistic, familial, social, navigational, and resistance (8).…”

Section: Inclusive Excellence Starts After a Personal Introspectionmentioning

confidence: 99%

Strategies to Foster LatinX Inclusion in Microbiology Programs

Martinez

2020

J Microbiol Biol Educ.

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Inclusion is an active, powerful, and emotional noun that over the past years has helped me reconcile my main passions in life: microbiology, teaching, research, and mentoring. Although I am now part of an inclusive excellence family, during my graduate school I always felt alone, like an imposter microbiologist. I want to avoid other Latinas feeling the same way; consequently, I share frameworks and strategies here to foster inclusion in Microbiology departments. I have been teaching Microbiology for more than 20 years at a Hispanic-Serving Institution (HSI), and my strategies range from the personal to the institutional level. As a first-generation Latina who barely survived in a Microbiology graduate program at a Primarily White Institution (PWI), I emphasize how culture can affect student learning. I use the example of microbial mats, resilient laminated ecosystems, as inclusive communities in the microbial world.

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New Measures Assessing Predictors of Academic Persistence for Historically Underrepresented Racial/Ethnic Undergraduates in Science

Abstract: Using social cognitive career theory and science identity theory, the authors validate new measures assessing persistence-related factors with students from historically underrepresented racial/ethnic groups in science.

Cited by 46 publications

References 42 publications

Testing models of reciprocal relations between social influence and integration in STEM across the college years

Testing models of reciprocal relations between social influence and integration in STEM across the college years

Deconstructing Black physics identity: Linking individual and social constructs using the critical physics identity framework

Strategies to Foster LatinX Inclusion in Microbiology Programs

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