1 / 14

Felisha Herrera & Sylvia Hurtado Higher Education Research Institute, UCLA American Education Research Association

Felisha Herrera & Sylvia Hurtado Higher Education Research Institute, UCLA American Education Research Association Annual Meeting April 9, 2011 – New Orleans, LA. Background. Total Workforce vs. STEM Workforce Demographics.

rodney
Download Presentation

Felisha Herrera & Sylvia Hurtado Higher Education Research Institute, UCLA American Education Research Association

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Felisha Herrera & Sylvia Hurtado Higher Education Research Institute, UCLA American Education Research Association Annual Meeting April 9, 2011 – New Orleans, LA

  2. Background Total Workforce vs. STEM Workforce Demographics Sources: National Science Foundation, 2009 & U.S. Bureau of Labor Statistics, 2009

  3. Literature • Background Characteristics • Prior Academic Achievement • Undergraduate Experiences • Environmental Pull Factors • Institutional Structural Influences

  4. Social Cognitive Career Theory (SCCT) • Outcome Expectations • Technical Interests • Goals • Contextual Influences • Person Inputs • Learning Experiences • Background Contextual Affordances • Self-efficacy

  5. Contextual Influences Institutional Level Variables • Structural Characteristics • Selectivity • Institutional Control • Institutional Type • Percent of students majoring in STEM Student Level Variables • College Experiences • Studied with other students • Performed community service for a class • Asked a professor for advice • Worked full-time while in college • Joined a club/org related to major • Faculty provided opportunity for research • Perceptions • Satisfaction w/ science & math courses • Satisfaction w/ leadership opportunities • Sense of belonging on this campus • Campus racial tension • Person Inputs • Gender • Self-efficacy • Self-rated: Academic ability • Self-rated: Leadership ability • Self-rated: Mathematical ability • Pre-College • Learning Experiences • High School GPA • Math + Verbal SAT Score • Yrs of high school math • Yrs of high school physical science • Yrs of high school bio science Retained STEM Career Interests Senior Year • Technical Interests • Science Identity • Goals • Degree Aspirations • Outcome Expectations • To train for career • Working for social change • High income potential • Social recognition or status • Availability of jobs • Leadership potential • Discovery/enhancement of knowledge • Importance of promoting racial understanding • Background Contextual Affordances • Socioeconomic status • Parent with STEM career • Concerns w/ financing college Conceptual Model Utilizing SCCT Framework (Lent, Brown, & Hackett, 1994)

  6. Research Questions • What factors predict the retention of STEM career aspirations over four years of college? • What are the unique predictors of retained STEM career aspirations for URM and Non-URM students?

  7. Data Sample • Data Source • 2004 Freshman Survey (TFS) • 2008 College Senior Survey (CSS) • 2004 IPEDS institution data • Sample • 3,165 entering freshmen with STEM career plans • 218 institutions • 47% URM; 53% Non-URM • 63% female; 37% Male

  8. Methodology • Outcome Measure • Senior year retained STEM career plans/interests • Predictors guided by SCCT • Analyses • Hierarchical Generalized Linear Modeling (HGLM) • Accounts for variance between institutions with clustered data

  9. Methodology • Stages of Analyses • 1. HGLM analysis of variance across institutions • 2. HGLM analysis of student-level predictors of retained STEM career interest for all-student sample, focusing on significance of race effects • 3. HGLM analysis of student and institution-level predictors of retained STEM career interest for each sub-sample URM and Non-URM students • Significant predictors reported as delta-p statistics

  10. Results: Factors Contributing to URM Retained STEM Career Interests *** p<0.001, ** p<0.01, * p<0.05

  11. Results: Factors Contributing to URM Retained STEM Career Interests *** p<0.001, ** p<0.01, * p<0.05

  12. *** p<0.001, ** p<0.01, * p<0.05

  13. Discussion & Implications • Influential factors for URM students • Psychological processes in the development of career goals • Reasoning/motivations • Educational interventions • Career specific training • Undergraduate research • Faculty & peer networks • Institutional • Introductory coursework • Structural characteristics

  14. Contact Information Faculty and Co-PIs: Sylvia Hurtado Mitchell Chang Postdoctoral Scholars: Kevin Eagan Josephine Gasiewski Administrative Staff: Aaron Pearl Graduate Research Assistants: Christopher Newman Minh Tran Jessica Sharkness Monica Lin Gina Garcia Felisha Herrera Cindy Mosqueda Juan Garibay Tanya Figueroa Papers and reports are available for download at: http://heri.ucla.edu/nih Project e-mail: herinih@ucla.edu Acknowledgments: This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and R01 GMO71968-05 as well as the National Science Foundation, NSF Grant Number 0757076. This independent research and the views expressed here do not indicate endorsement by the sponsors.

More Related