– 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.
2014 - College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors
This study utilized key themes from Hurtado’s (2008) theory which suggested potential persistence factors which been documented in quantitative studies. In addition, it borrowed from the cultural and social capital literature to examine to what extent these sources lend themselves to persistence efforts in underrepresented students. The authors used a phenomenological lens to help understand the experience of being an ethnic minority working to complete a science degree.
16 women of color, ranging from sophomores to seniors, who also majored in a science field, were recruited. Participants were recruited from two cohorts of students engaged in activities at a large, predominantly white, state university. 10 of the students were Biology majors.
The first interview focused on high school experiences in science with an emphasis on family, social, school, and cultural factors. The second interview emphasized participants’ college science experiences, including future aspirations as they were asked to reflect on science persistence factors. Finally, focus groups of four to six students were conducted to provide an additional opportunity for the participants to discuss the emergent themes from the individual interviews.