New data highlight the importance of undergraduate research experiences (UREs) for keeping underrepresented science students on the pathway to a scientific career. We used a large-scale, 10-year, ...longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. Our results showed that students who completed 10 or more hours of cocurricular, faculty-mentored research per week across two or more academic semesters or summers were significantly more likely to graduate with a science-related bachelor’s degree, to be accepted into a science-related graduate training program, and to be training for or working in the scientific workforce 6 years after graduation. Importantly, the findings show that just having a URE was not enough to influence persistence in science; it required a commitment of 10 or more hours per week over two or more semesters of faculty-mentored research.
African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a ...perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS's key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation.
Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM) disciplines. Limited diversity in the development of the STEM workforce has negative implications ...for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS) program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas), propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116). Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals). The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the ...immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" from each juncture of the academic scientific pipeline in disproportionately greater numbers than their White and Asian counterparts. Using structural equation modeling, we tested the stereotype threat-disidentification hypothesis across 3 academic years with a national longitudinal panel of undergraduate minority science students. Experience of stereotype threat was associated with scientific disidentification, which in turn predicted a significant decline in the intention to pursue a scientific career. Race/ethnicity moderated this effect, whereby the effect was evident for Hispanic/Latino(a) students but not for all African American students. We discuss findings in terms of understanding chronic stereotype threat.
Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. ...Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized to be consistent with Kelman's rule orientation) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values were added to the model, self-efficacy became a poorer predictor of intention. Additional mediation analyses supported the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist. (Contains 2 footnotes, 4 tables, and 2 figures.)
The underrepresentation of racial minorities and women in science, technology, engineering, and mathematics (STEM) disciplines is a national concern. Goal theory provides a useful framework from ...which to understand issues of underrepresentation. We followed a large sample of high-achieving African American and Latino undergraduates in STEM disciplines attending 38 institutions of higher education in the United States over 3 academic years. We report on the science-related environmental factors and person factors that influence the longitudinal regulation of goal orientations. Further, we examine how goal orientations in turn influence distal academic outcomes such as performance and persistence in STEM. Using SEM-based parallel process latent growth curve modeling, we found that (a) engagement in undergraduate research was the only factor that buffered underrepresented students against an increase in performance-avoidance goals over time; (b) growth in scientific self-identity exhibited a strong positive effect on growth in task and performance-approach goals over time; (c) only task goals positively influenced students' cumulative grade point average, over and above baseline grade point average; and (d) performance-avoidance goals predicted student attrition from the STEM pipeline. We discuss the implications of these findings for underrepresented students in STEM disciplines.
National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, ...or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score--matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 years, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 years. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.
Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, ...and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.
The Philippines is at risk in developing a Zika Virus (ZIKV) Disease Outbreak. One of the possible interventions is health education because students are potential health advocates and influencers to ...their communities through the knowledge transfers from their teachers. The competency of Filipino teachers on ZIKV Disease is yet to be described. This study aimed to assess the knowledge, attitudes, and practices of public secondary school teachers on ZIKV Disease. A modified version of the Knowledge, Attitudes, and Practices Survey Tool on Zika Virus Disease from the World Health Organization-Pan American Health Organization (WHO-PAHO) was used to assess the knowledge, attitudes, and practices of teachers of eight public secondary schools in five villages in Quezon City, Philippines. Out of the 609 respondents, 87.3% reported that their main source of information about ZIKV is tri-media, which includes television, print, and radio. Majority of the respondents mentioned that ZIKV is transmitted through a mosquito bite (80.3%). However, only half of the participants identified vector control as a preventive strategy. Moreover, only 54% admitted to have cleaned their water containers or water sources within the last week. Only a few identified mother-to-child (23%) and sexual intercourse (8%) as other means of transmission. Half (49.8%) of the respondents felt that it is possible to acquire ZIKV in their community, while 90% perceived that a private doctor (90%) or a public hospital (88%) can effectively treat the disease. Perceived stigma is high at 50%. This study showed there was good knowledge among teachers on vector transmission of ZIKV but poor knowledge on other aspects of the disease. Also, there was a low level of perceived susceptibility and severity of ZIKV which can be explained by the absence of a personal encounter with a Zika patient and the low number of cases in the Philippines. Half of the respondents said that they cleaned the possible mosquito breeding sites within the last week, followed by those who cleaned their water source more than a week ago (19%). None of the socio-demographic characteristics is significantly associated with respondents' knowledge on Zika. Only income and location of residence were found to be significantly associated with attitudes towards Zika. These findings call for a comprehensive training program that includes development of teaching materials for public secondary school teachers on ZIKV Disease based from this study.
Abstract
Native peoples (Native American, Alaskan Native, Native Hawaiian) are underrepresented in academia; they represent 2% of the US population but 0.01% of enrolled undergraduate students. ...Native peoples share the experiences of colonization and forced assimilation, resulting in the loss of ancestral knowledge, language, and cultural identity. Recognizing history and the literature on social integration and mentorship, we followed 100 Native science and engineering scholars across a year of participation in the hybrid American Indian Science and Engineering Society mentorship program. The results showed that high-quality faculty mentorship predicted persistence a year later. Furthermore, mentors who shared knowledge of Native culture—through experience or shared heritage—uniquely contributed to the Native scholars’ social integration and persistence through scientific community values in particular. Therefore, Native scholars may benefit from mentorship supporting the integration of their Native culture and discipline rather than assimilation into the dominant disciplinary culture.
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