Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence

Autor/in	Espinosa, Lorelle L.
Titel	Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
Quelle	In: Harvard Educational Review, 81 (2011) 2, S.209-241 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	STEM Education; Human Capital; Undergraduate Study; Academic Achievement; Minority Group Students; Females; Context Effect; Prior Learning; Secondary School Students; Student Characteristics; Predictor Variables; Academic Persistence; Interpersonal Communication; Peer Relationship; Course Content; Student Organizations; Student Research; Altruism; Aspiration; Private Colleges; Majors (Students); Differences; Whites + Suchen Sie Ihr Suchwort? STEM; Humankapital; Grundstudium; Schulleistung; Weibliches Geschlecht; Vorkenntnisse; Sekundarschüler; Prädiktor; Interpersonale Kommunikation; Peer-Beziehungen; Kursprogramm; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Studentenforschung; Altruistic behavior; Altruismus; Streben; Privathochschule; Unterscheiden; White; Weißer
Abstract	Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigates how this pathway might differ for women of color in comparison to their White peers. She utilized hierarchical generalized linear modeling (HGLM) to examine the experiences of 1,250 women of color and 891 White women attending 135 institutions nationwide. Results revealed the paramount role of women's college experiences. Women of color who persisted in STEM frequently engaged with peers to discuss course content, joined STEM-related student organizations, participated in undergraduate research programs, had altruistic ambitions, attended private colleges, and attended institutions with a robust community of STEM students. Negative predictors of persistence include attending a highly selective institution. (Contains 4 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10