STEM Field Persistence: The Impact of Engagement on Postsecondary STEM Persistence for Underrepresented Minority Students

Abstract

<p>Persistence studies in science, technology, engineering, and math (STEM) fields indicate that the pipeline to degree attainment is “leaky” and underrepresented minorities are not persisting in the STEM fields. Those students who do not persist in the STEM fields either migrate to other fields of study or drop out of higher education altogether. Studies of STEM student attrition point to a student perception of faculty disconnection from students calling this the “chilly climate” (Seymour & Hewitt, 1997). Engagement theory states, “…it is the individual’s integration into the academic and social systems of the college that most directly related to his continuance in that college” (Tinto, 1993). A “chilly climate” in the STEM fields could then reflect in measures of academic and social engagement. This study uses the Beginning Postsecondary Longitudinal Student Survey, 2004-2009 (BPS:04/09) (Cominole, Wheeless, Dudley, Franklin, & Wine, 2007) and logistic regression analyses to examine academic and social engagements’ impact on STEM field persistence in postsecondary education, net of individual and institutional factors. Analysis by ethnicity, initial major, and engagement demonstrate that underrepresented minorities have different engagement patterns, but these engagement behaviors do not contribute significantly to staying in the STEM fields.</p>

Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses

“…In addition, future work may uncover factors that contribute to the performance gap of LM students in initial lecture classes. Such factors may include student-level factors such as self-regulatory skills, student motivation, and study skills [ 59 – 61 ]; instructor-level factors such as teaching quality, teaching experience, instructional styles, and choice of the textbook [ 5 , 19 , 62 ]; and context-level factors such as scheduling of the classes, department funding, and the perceived chilly climate often reported in STEM learning environments [ 27 , 63 , 64 ]. Another strand of research may develop and evaluate interventions attempting to narrow this initial gap in lecture course performance for LM students such as short preparatory courses [ 51 , 52 ]; or nudging interventions [ 53 , 54 ].…”

“…A long-standing body of research in postsecondary settings provides strong evidence of persistent disparities in retention and graduation rates for students from underrepresented minority groups, including language-minority students from non-English speaking households and those who are continuing-generation, nonminority students [ 25 , 26 ]. Numerous studies show an achievement gap for LM students in STEM courses and that they are more likely to leave STEM majors [ 6 , 27 – 29 ]. On the one hand, the greater attrition rate for LM students may reflect the perceived chilly climate of STEM, or the student perception that faculty, and other instructors are unapproachable, intimidating, cold, and indifferent [ 30 , 31 ].…”

Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research

“…The literature reports evidence that although many RMS express a strong preference for and interest in STEM fields (Baird et al, 2018; Bean et al, 2016; Flynn, 2016; Lichtenberger & George-Jackson, 2013; Ma, 2009), they are less likely to graduate with STEM majors (Ma, 2009). This outcome is due, in part, to Black and Latinx students’ lower high school graduation and college enrollment rates compared to Whites and Asian.…”

“…Studies also report that although Latinx students attend college at lower rates than Whites and Asians, their participation in STEM majors is high (Flynn, 2016). Meanwhile, Black STEM students are the most likely to switch out of STEM fields or to drop out of college compared to White counterparts (Fenske et al, 2000; Flynn, 2016; Gelbgiser & Alo, 2016). RMS who graduate tend to take more time completing their STEM degree than their White and Asian peers (Whalen & Shelley, 2010).…”

Underrepresented High Schoolers’ Interests, Engagement, and Experiences in an Information and Communications Technology Summer Workshop: A Three-Year Study

“…Literature on the psychosocial characteristics of STEM students, suggest relationships between STEM achievement and students' self-concept as a "STEM person," persistence in the face of STEM challenges, and Self-Determined needs, especially for underrepresented populations (see Linnenbrink-Garcia et al, 2018;Finley-Van Nostrand & Pollenz, 2017;Flynn, 2016;Leon, Nunez, & Liew, 2015). Fleming's (2007) Personal and Academic Self-Concept Inventory (PASCI) was adapted and employed to assess students' self-concept, with subscales for self-regard, social acceptance, academic ability, verbal ability, math ability, parental acceptance, and social anxiety [renamed "social comfort" in the present study to better indicate students' comfort in social interactions].…”