Factors that Influence Persistence of Biology Majors at a Hispanic-Serving Institution

To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students’ persistence to degrees in STEM. We documented potential factors that influence students’ persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM

Boundary Spanning in Academia: Antecedents and Near-Term Consequences of Academic Entrepreneurialism

Analyzing the pathways of people who earned interdisciplinary research doctorates in the United States in 2010, we generate three main findings while controlling for gender, ethnicity, discipline, and age. First, individuals who complete an interdisciplinary dissertation display near-term income risk since they tend to earn nearly $1,700 less in the year after graduation. Second, students whose fathers earned a college degree demonstrated a .8% higher probability of pursuing interdisciplinary research. Third, the probability that non-citizens pursue interdisciplinary dissertation work is 4.7% higher when compared with US citizens. Our findings quantify the risks of interdisciplinary work and contribute to policy debates

Early Determinants of Women in the IT Workforce: A Model of Girls’ Career Choices

Purpose – To develop a testable model for girls’ career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce. Design/Methodology/Approach – Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl’s choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored. Findings – The model indicates that parents, particularly fathers, are the key influencers of girls’ choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same-sex education may serve to reduce career bias against IT. Research Limitations/Implications – While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study. Practical Implications – A “Recommendations” section provides some practical steps to increase the involvement of girls in IT-related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this. Originality/value – The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT

Factors impacting females\u27 decision to pursue mathematics-related careers: A case study approach

This qualitative case study examined factors that impact university female students\u27 decisions to pursue careers in mathematics-related disciplines as well as the obstacles they encounter in the pursuit of their chosen careers. Data were collected through face-to-face and focus group interviews from six students in the second to final year from Mathematics and Physics departments at the mid-size university in Canada. The findings indicate that females made the decision to pursue careers mostly out of genuine interest in mathematics and science, and that they persevered in the face of obstacles due to strong self-confidence, sense of determination, hard work/effort, and enjoyment in their subjects. The findings point to the importance of stimulating female\u27s interest in mathematics-related disciplines through exposure to positive experiences from a younger age and confirm the role that teachers and parents have as crucial for female\u27s participation in non-traditional career pursuits

AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity

The United States must expand the STEM pipeline in order to meet the growing demand of the STEM workforce and maintain our nation’s prosperity and competitiveness in the global economy. The urgency of this need has been proclaimed by policymakers, business leaders, politicians, and educators. Despite the growing demand for STEM professionals, women and minorities are an underutilized source of intellectual capital that can and should be tapped into to meet the demand. Doing so creates equity across genders and racial/ethnic groups as well as fosters inclusion of more diverse perspectives to enhance STEM innovations. Efforts to expand the number and diversity of those in STEM fields need to start early on in students’ academic careers. The purpose of this study was to examine the relationship between Advanced Placement (AP) STEM course-taking in high school and selection of college STEM major and to determine whether the relationship differs across racial/ethnic groups and male and female students. This study was designed to help educators and policymakers shape college preparation programs and policies as well as to counsel students during their course selection process in high school. A two-level logistic regression model with fixed effects was utilized to determine the relationship between AP STEM course-taking and STEM major selection, controlling for all relevant student-level and school-level variables. Missing data was accounted for through multiple imputations. Sensitivity testing was also conducted to examine whether exposure to AP STEM courses versus number of AP STEM courses matters in the model explaining STEM major selection. Lastly, the analysis also included a series of interaction effects tests, examining the variation of gender and racial/ethnic differences in STEM major selection as a function of AP STEM course-taking. The sample for this study is taken from the High School Longitudinal Study of 2009 and includes students who were high school freshmen in fall 2009. Data was collected on these students during fall of their freshman year of high school in 2009, during the spring of 11th grade in 2012, and in the spring of 2016, three years after the majority graduated from high school. Findings indicate that gender, STEM course credits, AP STEM course exposure, math self-efficacy, science self-efficacy, aspiring to a graduate degree or higher, and math SAT score are all significant predictors of STEM major selection. Additionally, the results of the interaction effects test using logistic regression show that the relationship between AP STEM course-taking and STEM major selection varies significantly by gender. More specifically, exposure to AP STEM courses increases the odds of female students selecting a STEM major more significantly than for male students

AP STEM Course-taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity

The United States must expand the STEM pipeline in order to meet the growing demand of the STEM workforce and maintain our nation’s prosperity and competitiveness in the global economy. The urgency of this need has been proclaimed by policymakers, business leaders, politicians, and educators. Despite the growing demand for STEM professionals, women and minorities are an underutilized source of intellectual capital that can and should be tapped into to meet the demand. Doing so creates equity across genders and racial/ethnic groups as well as fosters inclusion of more diverse perspectives to enhance STEM innovations. Efforts to expand the number and diversity of those in STEM fields need to start early on in students’ academic careers. The purpose of this study was to examine the relationship between Advanced Placement (AP) STEM course-taking in high school and selection of college STEM major and to determine whether the relationship differs across racial/ethnic groups and male and female students. This study was designed to help educators and policymakers shape college preparation programs and policies as well as to counsel students during their course selection process in high school. A two-level logistic regression model with fixed effects was utilized to determine the relationship between AP STEM course-taking and STEM major selection, controlling for all relevant student-level and school-level variables. Missing data was accounted for through multiple imputations. Sensitivity testing was also conducted to examine whether exposure to AP STEM courses versus number of AP STEM courses matters in the model explaining STEM major selection. Lastly, the analysis also included a series of interaction effects tests, examining the variation of gender and racial/ethnic differences in STEM major selection as a function of AP STEM course-taking. The sample for this study is taken from the High School Longitudinal Study of 2009 and includes students who were high school freshmen in fall 2009. Data was collected on these students during fall of their freshman year of high school in 2009, during the spring of 11th grade in 2012, and in the spring of 2016, three years after the majority graduated from high school. Findings indicate that gender, STEM course credits, AP STEM course exposure, math self-efficacy, science self-efficacy, aspiring to a graduate degree or higher, and math SAT score are all significant predictors of STEM major selection. Additionally, the results of the interaction effects test using logistic regression show that the relationship between AP STEM course-taking and STEM major selection varies significantly by gender. More specifically, exposure to AP STEM courses increases the odds of female students selecting a STEM major more significantly than for male students

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers

The purpose of this study was to examine the extent to which motivational and persistence factors predict the occupational career choices of underrepresented students in their pursuit of a STEM career. Data selected from the High School Longitudinal Study beginning with the base year through the fourth wave were employed in a large-scale multinomial regression analysis. Anticipated STEM occupation at the age of 30 was examined across six years of complex survey data using multiple taxonometric definitions. Social Cognitive Career Theory provided the theoretical framework for defining relevant factors affecting this STEM pursuit construct. The findings from the study suggest that by varying student perspectives on their expected STEM careers, the resulting pathway of pursuit is affected by a different set of predictors. Typographic models developed through fitting multinomial logistic regression models also suggest that female students are propelled into specific STEM careers through early mathematics identity, mid-study science utility, and an evolving dynamic between parent and student expectations. The results additionally highlight race and ethnicity differences which more closely, though less significantly, mirror those of female students. The overall results of these findings raise questions about the continued use of a STEM pipeline metaphor in describing student pursuit. Moreover, adjacent policies, theoretical frameworks, and research methods aligned to this construct should be reviewed on how they portray an inaccurate picture of pursuit amongst underrepresented students seeking STEM careers

Understanding the Gender Gap in Computer Science Undergraduate Academics

There is a gender gap in technical fields that has persisted through generations. In my research, I focus on the gender gap within computer science (CS) undergraduate academics. Diversity in technical fields starts with diversity in academics. Studies have shown that girls who are exposed to CS in or before high school are more likely to study CS in college. [1] Other factors such as role models, life goals, and perception of CS also influence a girl’s decision. I surveyed UMW students in different stages of their CS degrees, in addition to students who only participated in an introductory CS class. Most students entering introductory computer science classes today use smartphones, laptops, and tablets in their everyday lives. The intuitive user interfaces and natural comfort with technology could be shielding young people from considering how their devices work. Many young people use their devices for social media which could be shifting the perception of CS. A common opinion is that after a student finishes high school, their decision to take a CS class becomes less malleable. There may be steps that universities can take to increase exposure and encourage first year students to try a CS class. Biases from parents, other family members and non-familial figures (teachers, club leaders, etc.) can be passed through generations and change a student’s self-perception. In my paper, I discuss factors that influence UMW students based on analysis of the data collected from an online survey of UMW undergraduates. I will be presenting my findings and attempt to describe the causes and possible solutions for the gender gap

Views about Information Systems among North West University Mafikeng Campus Management, Administration and Law Students

This paper reports the results of an investigation into the social differences between IS and non-IS students at NWU, Mafikeng Campus. It exploresknowledge about IS by determining the level of computer knowledge and interaction, and other facts. These items influence students’ choices between taking IS as a field of study and may increase career awareness of IS. It is assumed that students must have acquired computer knowledge (concepts) and computer skills (application) as they pursue their career. The problem is that non-IS students are not knowledgeable of computer hardware and software and would struggle. A quantitative research approach was used for this study. The findings in this study show that factors influencing students’ choices from not taking or going into informatics field of study were related to higher salary and lower level of computer literacy. Students are also not informed of an IS career due to the lack of career orientation. The IS department should provide marketing strategies to increase IS career awareness

Using social cognitive career theory to understand why students choose to study computer science

The aim of this research is to use Social Cognitive Career Theory (SCCT) to identify and understand reasons why students choose to study Computer Science (CS) at university. SCCT focuses on students’ prior experience, social support, self-efficacy and outcome expectation. The research is part motivated by the desire to increase female participation rates in CS, particularly in the UK. Policymakers can use the factors that both females and males identify as influencing their choice of studying CS to enhance the experiences of all students prior to coming to university, but female students in particular. The study uses a semi-structured interview with 17 mixed gender subjects currently studying CS at three Scottish universities. The findings are that social support from family, teachers, friends and mentors is a particularly important factor in choosing to study CS, especially for female subjects. The career paths offered by a CS degree is another major factor, not just the potential jobs, but also the general value of a CS education and the potential to make useful contributions to society. School education appeared to have limited influence, though exposure to problem solving, programming, online self-learning and internships are positive influences. The stereotypical view of CS students as ‘geeks’ is outdated and unhelpful – it is more appropriate to see them as ‘analytical’ or ‘over-achievers’. Subjects make many suggestions for improving the CS education provided at school, especially to make it more attractive to females, including: make it compulsory, teach it earlier, include more programming and problem solving, and increase the visibility of female exemplars and role models