Figueroa, Tanya, Hughes, Bryce, & Hurtado, Sylvia
Researchers: Bryce HughesSylvia HurtadoTanya Figueroa
University Affiliation: University of California, Los Angeles
Email: tfigueroa.wisc@gmail.com
Research Question:
Researches STEM persistence by identifying the educational experiences and institutional contexts that contribute to student access and involvement in the opportunity structure. The STEM opportunity structure are extracurricular and co-curricular activities that boost performance within STEM majors.
Published: Yes
Journal Name or Institutional Affiliation: N/A
Journal Entry: N/A
Year: 2013
Findings:
- Students who are non-native English speakers utilize supplemental instruction more frequently than native English speakers; no other demographic characteristics are significant.
- Participating in supplemental instruction is not explained by attendance at different types of institutions.
- Students who are more satisfied with the courses in their major, have a higher sense of belonging, have more positive cross-racial mentorships, and receive higher levels of faculty mentorship tend to more frequently engage in supplemental instruction.
- Multiracial students appear to have less frequent mentorship activity from faculty than their White peers.
- Students majoring in engineering and mathematics have less frequent mentoring and support from faculty than their peers who switch to non-STEM majors.
- Students who report greater satisfaction with the racial/ethnic diversity of the student body and with the courses in their major field tend to enjoy more frequent mentoring from faculty.
- Students from higher SES backgrounds are more likely to participate in an internship program.
- There are no differences by race or gender in the likelihood of participating in an internship program.
- Black students are much more likely than White students to participate in undergraduate research programs.
- The most reoccurring college experience that was detrimental to students’ ability to participate in the opportunity structure is working full-time while attending school.
- Entering college with higher degree aspirations set the stage for future engagement in the opportunity structure.
- Pre-college academic achievement is not a consistent positive predictor of participation in the opportunity structure.
- High achieving college students (as measured by overall college GPA) are notably more likely to participate in an internship program or an undergraduate research program and more frequently receive faculty mentorship and support.
- When all else is held constant, demographic variables in the final models did not seem to have a consistent and large predictive role in determining whether or not, or the extent to which students participated in various activities within the educational opportunity structure.
- Private institutions and more selective institutions are better positioned to promote participation in internship programs.