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An Advisor Like Me: Does Gender Matter?

– Gender congruence in the student-adviser relationship is particularly helpful for academically weak students and students without STEM-orientation.
– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.
– For students without STEM orientation, gender congruence helps students with below-median high school GPA improve their student outcomes both on the extensive and intensive margins, while helping students with above-median high school GPA improve their outcomes only on the extensive margin.
-The authors find that gender congruence in the student-adviser relationship has a positive and significant effect on the odds of retention and on cumulate GPA upon graduation.
– The authors uncover that much of the gender congruence effect
on the extensive margin tends to be concentrated in the freshman and sophomore years, while the gender congruence effect on the intensive margin is less immediate and shows up only in cumulative GPA upon graduation.
– Student-adviser gender congruence is found to work differently for students with different backgrounds and interests.

– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.

Race and gender differences in how sense of belonging influences decisions to major in STEM

– The authors found that white men were most likely to report a sense of belonging whereas women of color were the least likely.
– Representation within one’s STEM sub-discipline, namely biology versus the physical sciences, impacts sense of belonging for women.
– Four key factors were found to contribute to sense of belonging for all students interviewed: interpersonal relationships, perceived competence, personal interest, and science identity.
– The authors findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM.
– Students from underrepresented groups are less likely to
feel they belong.
– Both race and gender moderate the experiences that impact sense of belonging for science students.
– Women of color reported the feeling a sense of belonging less frequently than any demographic group.
– Lack of belonging reported by men is primarily experienced by men of color

Quantitative Analysis of an Urban Community College S-STEM Program

– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.

Black STEM Students and the Opportunity Structure

What pre-college characteristics, college experiences, and college environments significantly influence Black students’ participation within the STEM opportunity structure, compared to their White counterparts?

Impacts of Intersection Between Social Capital and Finances on Community College Students' Pursuit of STEM Degrees

1) How can the constructs of social/cultural capital and financial constraints be measured? 2) How do the intersection of social capital and financial constraints impact community college students’ pursuit of STEM degrees through transfer? 3) Identify the factors related to social and cultural capital, finances, and external factors that pull students away from their studies.

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

Does the Program for Excellence in Education and Research in the Sciences (PEERS) program at UCLA help students to persist within STEM?

Results of a Large-Scale, Multi-Institutional Study of Undergraduate Retention in Computing

What factors are related to undergraduate retention in Computer Science?

What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups

Among students who started college with an interest in majoring in a STEM field, does a student’s race contribute significantly to the chances that he or she will follow through on these intentions? If so, are the effects of race moderated by high school academic preparation and/or key college experiences? If there are racial disparities in persistence rates after controlling for pre-college student characteristics, what are the college factors that contribute to the persistence of under represented racial minority (URM) students? What college experiences and institutional characteristics significantly predict the likelihood that a URM student will follow through on his or her intentions to pursue a degree in STEM?

Examining the Tracks that Cause Derailment: Institutional Contexts and Engineering Degree Attainments

1) What factors contribute to completing an engineering degree within five years? 2) What factors contribute to students switching out of the engineering program?

How Well Does the SAT and GPA Predict the Retention of Science, Technology, Engineering, Mathematics, and Business Students

This study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students.

Stepping onto the STEM Pathway: Factors Affecting Talented Students' Declaration of STEM Majors in College

1) What are the college educational patterns and experiences of individuals talented in STEM? How do they affect the selection of a college major in STEM? How do they differ by age cohort? 2) What factors predict STEM majors in college?

Trajectories of Electrical Engineering and Computer Engineering Students by Race and Gender

This paper describes the outcomes for students matriculating in and migrating into electrical engineering (EE) and computer engineering (CpE).

Pipeline Persistence: Examining the Association of Educational Experiences with Earned Degrees in STEM Among U.S. Students

What factors, starting in 8th grade, relate to a student achieving a STEM degree?

Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?

The current study foci are on both entering scholastic aptitude and affective factors of personality in aiding in the prediction of retention in engineering at the end of the freshman year.

A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM

This study examined salient factors of retention and persistence among college students of color enrolled in STEM education at a predominantly White institution (PWI).

Indicators of Success in STEM Majors: A Cohort Study

If there were factors attributed to STEM students who graduated that might serve as predictors or indicators of successful navigation in STEM majors?

Attrition in STEM Fields at a Liberal Arts College: The Importance of Grades and Pre-Collegiate Preferences

To quantify the important factors responsible for the high attrition rates in STEM majors, particularly in relation to gender.

What do we know about explanations for dropout/opt out among young people from STM higher education programmes?

To explore whether research on retention and non-completion in higher education, and in STM programmes in particular, has produced findings that can identify a direction forward for HE institutions and programmes to take measures to reduce the number of students leaving their chosen HE programme

Academic Success for STEM and Non-STEM Majors

1) What background characteristics, ability measures, financial support systems, and academic support mechanisms help explain retention and/or graduation for students in both STEM and non-STEM majors by the end of the sixth year? 2) Are the predictors of retention and/or graduation by the end of the sixth year different for STEM and non-STEM majors? 3) Are underrepresented students in STEM majors more likely than traditional students in STEM majors to be retained/graduated in six years when controlling for selected background, environmental, financial, and academic measures?

Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study

The purpose of this study was to construct a comprehensive model to investigate why some high-ability minority students follow through with their plans to become scientists and engineers, while others with the same plans do not.

A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes

Why did the women in the study- whose qualifications were arguably better than those of the men when they entered the chemical engineering curriculum- earn lower grades in chemical engineering courses and exhibit progressively lower confidence levels and expectations of themselves as they advanced through the curriculum?