Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

Abstract

Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.

Examining the Variations in Undergraduate Students’ Conceptions of Successful Researchers: A Phenomenographic Study

“…Study participants were selected from a summer bridge program designed to introduce incoming transfer students to research in the biological sciences and other professional opportunities in STEM. Although the same participant sample is used, this study is unique from Zuckerman and Lo (2021) . While the participants are transfer students, this current study does not seek to interpret the findings directly in relation to this academic identity.…”

“…While the participants are transfer students, this current study does not seek to interpret the findings directly in relation to this academic identity. The previous study ( Zuckerman and Lo, 2021 ) examined the participants’ perceptions of success and navigation across different educational spaces to understand how these students constructed their identities as transfer students. The students’ conceptions of successful researchers did not fit directly within these spaces, and descriptions of their ideas about researchers was not salient in the emerging themes in the previous study ( Zuckerman and Lo, 2021 ).…”

“…The previous study ( Zuckerman and Lo, 2021 ) examined the participants’ perceptions of success and navigation across different educational spaces to understand how these students constructed their identities as transfer students. The students’ conceptions of successful researchers did not fit directly within these spaces, and descriptions of their ideas about researchers was not salient in the emerging themes in the previous study ( Zuckerman and Lo, 2021 ). Therefore, these two studies have the potential to offer complementary insights on students’ experiences in STEM but are unique in their theoretical applications, qualitative analytical approaches, findings, and implications.…”

“…Each study participant was interviewed once, in the Spring quarter of the second academic year at the university, and data collection spanned 3 years. The questions administered were part of a larger interview protocol, including those published previously ( Zuckerman and Lo, 2021 ). To examine how the participants conceptualized researchers and their practice, the semistructured interview protocol included the following main questions: How would you define success as a researcher in your discipline of study?…”

“…Individuals’ conceptions of success can influence their goal orientation within STEM, thereby affecting their motivational and behavioral trajectories and outcomes ( Nerstad et al. , 2020 ; Zuckerman and Lo, 2021 ). Identifying the different conceptions that students hold about success can be informative for developing or adapting UREs in targeted ways to address potentially incompatible expectations that may not align with the authentic practices of professional researchers in the research community.…”