Underrepresented Minority STEM Persistence in College: A Narrative Identity Approach

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2018
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Haverford College. Department of Psychology
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Award
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eng
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Dark Archive until 2019-01-01, afterwards Open Access.
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Abstract
Female students and those from Latino(a), African American, and Native American background are underrepresented in STEM (science, technology, engineering, and mathematics) classes in college, teaching positions, and careers. This study focused on sense of belonging, academic self-efficacy, motivations to pursue STEM, and gender and racial identity intersectionality with STEM. This study uses a longitudinal, narrative approach: college students who expressed interest in majoring in STEM when entering college wrote narratives based on narrative identity prompts at three time points up until they declared their major, two years into their college careers. We found that underrepresented ethnic minority students were less likely to persist in STEM than their white and Asian peers, but that women were just as likely as men to persist in STEM. Underrepresented students rated themselves lower in perceived competence and self-efficacy. Future studies coud look into how multiple STEM-minority identities affect STEM persistence.
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