– The most prominent themes included academic preparation for college science, faculty support, high school and college science experiences, family support, science support programs, altruistic beliefs, and the importance of religion.
– For the women able to take AP or State University recognized courses during high school years, they were provided with strong background knowledge and also understood expectations required to navigate through the early critical years in science majors. Those who received college credit during high school believed that this gave them a head start.
– Extracurricular activities fed participants’ interests and provided opportunities to engage with real-life science. One key attribute was how these activities helped them feel like they were a part of science,
something which has been cited as often lacking in women and minority groups.
– Those describing the influence of high school science teachers indicated that they suggested science as a career path early in their schooling. Those teachers were influential as they gave guidance about science careers and thus potentially strengthened their commitment and persistence.
– Research opportunities were critical to their future careers in science fields as these experiences offered unique networking opportunities, and many recognized the limitations if they did not take
advantage of them.
– All but two participants indicated that their major support for continuing in their science programs came from their families.
– Collectively, the women demonstrated the sentiment that a degree in science was powerful as an avenue for helping people.
– 6 participants described religion as central factor to their lives and academic pursuits.