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

Abstract

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.

“How do we do this at a distance?!” A descriptive study of remote undergraduate research programs during COVID-19

“…In these instances, students perceived that the absence of quality mentorship stymied their research progress and professional growth. It may be that the quality of mentorship simply varies within sites, which is consistent with research on mentorship in undergraduate research (Byars-Winston & Dahlberg, 2019;Hernandez et al, 2017Hernandez et al, , 2020Limeri et al, 2019). Alternatively, some mentors may be less prepared to provide support at a distance and may need additional guidance and support on how to do so effectively.…”

Content and Quality of Science Training Programs Matter: Longitudinal Study of the Biology Scholars Program

“…In other words, it is not clear whether the BSP social influence agents at 12 months predict downstream science efficacy, identity, and values or if these work in concert with each other. Recent results examining these variables suggest that there may be reciprocal, contemporaneous impacts occurring ( Hernandez et al. , 2020 ).…”

“…In other words, it is not clear whether the BSP social influence agents at 12 months predict downstream science efficacy, identity, and values or if these work in concert with each other. Recent results examining these variables suggest that there may be reciprocal, contemporaneous impacts occurring (Hernandez et al, 2020). The results therefore may tell us more about how effective programs simultaneously are integrating students in ways that contribute toward longer-term intentions to persist.…”

“…The common feature of "success" is evidence that students do something as a consequence of their involvement in a training program, which results in continued involvement and accomplishments in STEM fields. Shorter-term metrics of successful programs includes a bevy of mediators (i.e., factors that are shown to explain what leads to longer term persistence) such as student acquisition of skills (efficacy), increased science identity, increased motivation, and intention to pursue a research career (Estrada et al, 2018b;Hernandez et al, 2020). While objectively measured "hard" behaviors are the gold standard of measuring improvement, a wide variety of studies have used self-reported intentions.…”

“…Shorter-term metrics of successful programs includes a bevy of mediators (i.e., factors that are shown to explain what leads to longer term persistence) such as student acquisition of skills (efficacy), increased science identity, increased motivation, and intention to pursue a research career ( Estrada et al. , 2018b ; Hernandez et al. , 2020 ).…”