The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI:10.1187/cbe.23-04-0059
Erin E Shortlidge, MacKenzie J Gray, Suzanne Estes, Emma C Goodwin
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Abstract

In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement. The enrollment status of students two and a half years postsurvey was also tracked. SIP students reported significantly higher science identity and sense of belonging and were more involved in STEM-related activities than counterparts unsupported by SIPs. Differences in these measures were correlated with race/ethnicity, college generation status, and age. Notably, SIP students had higher odds of persisting in STEM than students not supported by SIPs. Focus group data provide additional meaning to the measured survey constructs and revealed nuanced qualitative differences between SIP and non-SIP student experiences. Overall, being involved in a SIP at our institution trends positively with theoretical models that explain STEM student persistence. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind.

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支持的价值:STEM 干预计划影响学生的坚持和归属感。
为了应对 STEM 途径中始终居高不下的减员率,STEM 干预计划(SIP)为 STEM 学生提供支持,以努力提高学生的留校率。我们采用混合方法(调查和焦点小组),对一所大学中获得或未获得 SIPs 支持的学生进行了研究,以了解学生在有助于坚持 STEM 学习的经历方面可能存在的差异。我们对以下方面进行了评估:归属感、科学自我效能感、科学界价值观、科学认同感和 STEM 参与度。我们还对调查后两年半的学生入学情况进行了跟踪。与没有得到苏州工业园区支持的学生相比,苏州工业园区学生的科学认同感和归属感明显更高,他们参与科学、技术、工程和数学相关活动的程度也更高。这些指标的差异与种族/民族、大学世代状况和年龄有关。值得注意的是,与没有得到 SIP 支持的学生相比,SIP 学生坚持 STEM 学习的几率更高。焦点小组的数据为所测量的调查结构提供了更多的意义,并揭示了 SIP 与非 SIP 学生经历之间细微的质量差异。总体而言,在我们学校,参与 SIP 与解释 STEM 学生坚持学习的理论模型呈正相关趋势。SIP 有可能提供和/或促进有意义的关键支持,而没有这些有意支持的学生可能会被落下。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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