STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap

Bettencourt, Genia M.; Manly, Catherine A.; Kimball, Ezekiel; Wells, Ryan S.

doi:10.1353/rhe.2020.0006

Cited by 53 publications

(60 citation statements)

References 53 publications

(78 reference statements)

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“…For example, it would be informative to test for potential subgroup differences in the degree to which influence operates contemporaneously or longitudinally. Moreover, further study is needed on the degree to which TIMSI derived hypotheses hold for first- versus multi-generational students in STEM fields when accounting for the influence of pre-college factors [ 123 ]. In addition, the present study used a single and self-reported operationalization of social integration.…”

Section: Discussionmentioning

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: Discussionmentioning

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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“…Overall, students who score higher on standardized college entrance exams, such as the quantitative Scholastic Aptitude Test (SAT) score, and students with higher high school grades are more likely to be retained in STEM (Chang et al, 2014;Redmond-Sanogo et al, 2016;Hughes, 2018;Park et al, 2020). Differences in precollege academic preparation help explain additional inequities beyond race/ethnicity; first-generation students are also less likely to complete STEM degrees, but first-generation students also on average score lower on standardized tests and grades, take fewer advanced high school math and science courses, and have less access to role models in STEM, such as a parent employed in a STEM field (Bettencourt et al, 2020).…”

Section: Factors That Predict Stem Retentionmentioning

confidence: 99%

Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors

Maloy

Kwapisz

Hughes

2022

LSE

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“…These shortfalls are exacerbated by particularly low representation of women, some ethnic groups and low-SES individuals in many STEM fields, most notably the physical sciences, engineering, maths, and computing. In the United States, for example, Blacks make up 13% of the population and receive 10% of bachelor's degrees but only 4% of engineering bachelor's degrees (National Science Board, 2019), and while first-generation students are somewhat less likely than continuing-generation students to complete college with a degree in any subject (57% vs. 65%), the effect is significantly more pronounced with STEM degrees (9% vs. 15%) 6 (Bettencourt, Manly, Kimball, & Wells, 2020). In the United Kingdom, compared to 58% of graduates in all subjects (Higher Education Statistics Agency, 2020), only 15% of graduates in engineering, technology, and computer science, and only 12% of those working in engineering occupations are women (Neave et al, 2018;STEM Women, 2020).…”

Section: Inequalities In Educational Outcomes Vary By Contextmentioning

confidence: 99%

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

Easterbrook

Hadden

2020

Social Issues Policy Review

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Some groups of students-typically those who have suffered because of historical inequality in society-disproportionately experience psychological barriers to educational success. These psychological barriers-feelings of threat to their social identity and the sense that their identity is incompatible with educational success-make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students' subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students' social identities and features of the local educational context-expectations about a group's academic performance, a group's representation in positions associated with academic success, and a group's orientation towards education-can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students-such as some ethnic minorities or those from lower class backgrounds-on average achieve much lower academic grades and

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STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap

Cited by 53 publications

References 53 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

Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions

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