Transcript Maintaining Initial Interests - Higher Education Research

Maintaining
Initial Interests:
Developing STEM Career Aspirations
Among Underrepresented Racial Minority Students
Total Workforce vs. STEM Workforce Demographics
100.0%
80.0%
82.0%77.3%
60.0%
Total Workforce
40.0%
17.2%
4.7%
20.0%
14.0%
11.0%
4.5%
3.9%
STEM Workforce
0.0%
White
Asian
Latino/a
African
American
Sources: National Science Foundation, 2009 & U.S. Bureau of Labor Statistics, 2009
Contextual Influences
Institutional Level Variables
Structural Characteristics
•Selectivity
•Institutional Control
•Institutional Type
•Percent of students majoring in STEM
Student Level Variables
Person Inputs
•Gender
College Experiences
•Studied with other students
•Performed community service for a class
•Asked a professor for advice
•Worked full-time while in college
•Joined a club/org related to major
•Faculty provided opportunity for research
Perceptions
•Satisfaction w/ science & math courses
•Satisfaction w/ leadership opportunities
•Sense of belonging on this campus
•Campus racial tension
Self-efficacy
Pre-College
Learning Experiences
•High School GPA
•Math + Verbal SAT Score
•Yrs of high school math
•Yrs of high school physical science
•Yrs of high school bio science
•Self-rated: Academic ability
•Self-rated: Leadership ability
•Self-rated: Mathematical ability
Technical
Interests
•Science Identity
Senior Year
Outcome Expectations
Background Contextual
Affordances
•Socioeconomic status
•Parent with STEM career
•Concerns w/ financing college
Goals
•Degree Aspirations
Retained
STEM
Career
Interests
•To train for career
•Working for social change
•High income potential
•Social recognition or status
•Availability of jobs
•Leadership potential
•Discovery/enhancement of
knowledge
•Importance of promoting racial
understanding
Conceptual Model Utilizing SCCT Framework (Lent, Brown, & Hackett, 1994)
Race/Ethnicity
Latina/o
24%
African
American
18%
American
Indian
5%
White
40%
Asian
13%
Student Level Predictors
Delta-P
(sig)
High school GPA
3.7%*
Reason for enrollment: train for career
9.4%*
Career concern: leadership potential
-6.7%*
Studied with other students
9.7%***
Joined a club related to major
10.5%**
Faculty provided opportunity for research
6.7%**
Satisfaction w/ science & math courses
*** p<0.001, ** p<0.01, * p<0.05
8.6%***
Institution Level Predictors
Institutional selectivity
Delta-P
(sig)
-6.1%***
Institutional control (private)
9.5%*
Percent of STEM majors
3.6%*
*** p<0.001, ** p<0.01, * p<0.05
-*
Non
URM
-*
Studied with other students
+ ***
+*
Joined a club related to major
+ **
+ ***
Satisfaction w/ science & math courses
+ ***
+*
Institutional selectivity
- ***
-*
+*
+ **
+*
ns
Cross-sample Comparison
Significant
effects
across
both
groups
Career concern: leadership potential
Percent of STEM majors
URM
Significant High school GPA
effects for Reason for enrollment: train for career
URM
Faculty provided opportunity for research
+*
ns
+ **
ns
Institutional control (private)
+*
ns
Significant Socioeconomic Status
effects for Math + Verbal SAT
Non-URM
Career concern: enhancement of knowledge
ns
-*
ns
+*
ns
+ ***
Worked full-time during college
ns
- ***
*** p<0.001, ** p<0.01, * p<0.05
Contact Information
Faculty and Co-PIs:
Sylvia Hurtado
Mitchell Chang
Postdoctoral Scholars:
Kevin Eagan
Josephine Gasiewski
Graduate Research Assistants:
Christopher Newman
Minh Tran
Jessica Sharkness
Monica Lin
Gina Garcia
Felisha Herrera
Administrative Staff:
Aaron Pearl
Cindy Mosqueda
Juan Garibay
Tanya Figueroa
Papers and reports are available for download at:
http://heri.ucla.edu/nih
Project e-mail: [email protected]
Acknowledgments: This study was made possible by the support of the National Institute of General
Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and R01 GMO71968-05 as well as the
National Science Foundation, NSF Grant Number 0757076. This independent research and the views
expressed here do not indicate endorsement by the sponsors.