Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors.

Autor/inn/en	Morganson, Valerie J; Major, Debra A; Streets, Valerie N; Litano, Michael L; Myers, Dante P
Titel	Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors.
Quelle	In: The Career development quarterly, (2015) 4, S.348-362 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-7764
DOI	10.1002/cdq.12033
Schlagwörter	College; Retention; Gender; Embeddedness; STEM; College dropouts; Career development; Analysis; Sex differences (Psychology); Workforce; Careers; Intervention; Colleges & universities; STEM education; Role models; Theory; Social research
Abstract	Student retention in science, technology, engineering, and mathematics (STEM) majors is a national concern. Research typically emphasizes attrition in STEM fields by examining factors driving students to switch career paths. This study used embeddedness theory to instead focus on factors that better anchor students within their majors. Focus groups were conducted with 21 junior and senior students majoring in STEM to contextualize the 3 tenets of embeddedness: fit, links, and sacrifice. Results supported embeddedness theory as a viable framework for understanding and promoting STEM student retention because fit, links, and sacrifice were all cited as factors that enriched the student experience. Gender differences suggested a heightened sense of pride for women as compared with men who pursue STEM degrees. Results inform ways to contextualize quantitative measures of STEM embeddedness. To facilitate retention, career counselors, instructors, and others may assist students to frame challenge as normal among persisting STEM upperclassmen.
Erfasst von	OLC
Update	2022/1/02