The Roots of Science, Mathematics and Engineering Self-confidence in College Students: Voices of Successful Undergraduate Women

Abstract

With the percentage of women in STEM majors at Texas State University, a large Hispanic Serving Institution, significantly lower than the percentage of women attending the university in general, the authors sought to understand this gap by studying the perspectives of undergraduate women who have successfully persisted in a STEM field of study at the same university. Specifically, the goal of this study was to gain a deeper understanding of what experiences women credited for influencing their self-efficacy, the development of their career interest goals and their academic course outcomes as related to studying science, technology, engineering and mathematics (STEM). This study is unique in that it was also designed to identify experiences that appear to contribute to women's identity development and self-confidence and includes a substantial representation of Latina women's voices. Data was collected and analyzed to identify if similar patterns exist between subjects and if so, which are the greater influencers in their decision to select a STEM major and to persist beyond the critical first two years of undergraduate studies.The literature of socialization and identity development as related to women as STEM learners in diverse communities is reviewed. This study begins to create an understanding of how women think about their multiple social identities (field of study, gender, culture, etc.). Focus group strategies for obtaining in-depth feedback regarding young women's attitudes, perceptions, motivations, and behaviors are discussed. Observations and recommendations regarding the research methodologies for study design and data analysis are presented with particular attention to the rationale for cultural responsive practices in qualitative research. A mixed methods research approach including the use of surveys and focus groups was used to collect student perceptions from junior and senior status students in STEM fields of study. Preliminary results indicate that students identify early personal experiences as building their self-confidence and contributing to their identity development. Drawing on self-perception theory, women appear to develop a more robust sense of persistence and feel that they fit into STEM; even when faced with sexism from other students. BackgroundWhen retention theories first evolved 45 years ago, the issue was viewed through the lens of psychology. Student retention was thought to be a function of individual motivation, attributes, and skills; thus, students failed, not institutions 1 . From the 1970s onward, this view of retention yielded to one focused on the relationship between students and society. As a result, greater emphasis was placed on the role of institutions in students' decisions on whether to stay or leave 2 . Since then, several major theories/models have tried to explain student retention/attrition; the Center for the Study of College Student Retention lists as many as eight. Tinto's model paved the way for a sociological analysis of retention that has been...