STEM Stories: Fostering STEM Persistence for Underrepresented Minority Students Attending Predominantly White Institutions-Reference-Cited by-同舟云学术

STEM Stories: Fostering STEM Persistence for Underrepresented Minority Students Attending Predominantly White Institutions

Published:2022-03-08 Issue:1 Volume:50 Page:87-103
ISSN:0894-8453
Container-title:Journal of Career Development
language:en
Short-container-title:Journal of Career Development

Author:

Jehangir Rashné R.¹^ORCID,Stebleton Michael J.²^ORCID,Collins Kelly¹

Affiliation:

1. Department of Organizational Leadership Policy and Development - Higher Education, University of Minnesota System, Minneapolis, MN, USA

2. Department of Organizational Leadership, Policy and Development, University of Minnesota-Twin Cities, Minneapolis, MN, USA

Abstract

Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making.

Funder

NSF: Louis Stokes North Star STEM Alliance

Publisher

SAGE Publications

Subject

Organizational Behavior and Human Resource Management,General Psychology,Applied Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/08948453211073706

Reference61 articles.

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2. STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

3. Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs

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