The roles of social influences on student competence, relatedness, achievement, and retention in STEM

Abstract

Students' perceptions of competence and relatedness are known to influence learning processes and achievement, and may have particular import for underrepresented science, technology, engineering and mathematics (STEM) learners. Sources of social support that contribute to undergraduate life science learners' perceived competence and relatedness were examined, as were achievement and retention outcomes influenced by these sources of support and selfdetermination theory components. Female, ethnically underrepresented, or first-generation students reported similar levels of perceived competence and relatedness in STEM compared to their majority counterparts at a large, urban university. However, social supports, competence, and relatedness were differentially important for these subgroups as predictors of achievement and intention to leave a science major. For the full sample, competence perceptions predicted greater achievement and lessened intentions to leave a major. Competence perceptions were primarily derived from contact with classmates, especially for underrepresented groups. Feelings of relatedness were specifically important for the retention of women pursuing science degrees. Contacts with STEM peers and classmates were sources of relatedness for majority groups, but classmate contact was not significant for underrepresented groups. Findings highlight the value of promoting competence and relatedness and the differing sources that these subgroups draw on to build the perceived competence and relatedness that can predict achievement and retention.

A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

“…These studies that foreground racism as a specific sociocultural dynamic in African American STEM career attainment help to further explain studies like Hilts et al () that examine sociocultural dynamics in general. They give insight as to why mentoring relationships, or isolation might impact African American STEM aspirants differently than their peers, despite the fact that both African American and non‐African American STEM aspirants might share the same educational space.…”

“…These studies that foreground racism as a specific sociocultural dynamic in African American STEM career attainment help to further explain studies like Hilts et al (2018) that examine sociocultural dynamics in general.…”

Comparing Effectiveness of Peer Mentoring for Direct Admit and College-Ready Freshmen

“…Self-confidence has been identified major factor in persistence of underrepresented groups [16], [21]. Students from underrepresented groups primarily derive their perceived competence from contact with classmates [6]. Thus, the psychological/emotional support from mentoring can increase selfconfidence and professional identity [22].…”

“…In 2009, 55% of students who started college with a declared STEM major either changed majors or left without earning a degree [4]. By 2018, only 53% of declared engineering majors obtained an engineering degree after six years [ 5]; with attrition being higher for underrepresented groups [6]. An in-depth literature review by Gesinger and Raman [7] reported the key factors of attrition in engineering disciplines to be classroom and academic climate, grades and conceptual understanding, self-efficacy and self-confidence, high school preparation, interest and career goals, and race and gender.…”

WIP: Pilot Evaluation of a Summer Camp to Attract Middle School Students to STEM

“…According to the Bureau of Labor Statistics, women make up only 15.9% of the total engineering and architecture workforce (Employed Persons by Detailed Occupation, Sex, Race, and Hispanic or Latino Ethnicity, 2019). This creates an issue, as STEM peer contact correlates with STEM retention among females (Hilts, Part & Bernacki, 2018). Further, according to the Bureau of Labor Statistics, whites make up 79.3% percent of the total engineering and architecture workforce (Employed Persons by Detailed Occupation, 2019).…”