Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program.
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| Title: | Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program. |
|---|---|
| Authors: | Boyce, Ayesha S. (AUTHOR) mdschug@uncg.edu, Avent, Cherie (AUTHOR) adeyemo.adetogun@orau.org, Adetogun, Adeyemo (AUTHOR) mdschug@uncg.edu, Hall, Christopher (AUTHOR) christopher.hall@ung.edu, Sametz, Lynn (AUTHOR) christopher.hall@ung.edu, Phillips, P. Lee (AUTHOR) adeyemo.adetogun@orau.org, Kane, Amelia (AUTHOR) cmavent@illinois.edu, Patton, Jeffrey (AUTHOR) christopher.hall@ung.edu, Petersen, Kimberly (AUTHOR) christopher.hall@ung.edu, Schug, Malcolm (AUTHOR) adeyemo.adetogun@orau.org |
| Source: | Journal of College Science Teaching. Fall2023, Vol. 52 Issue 7, p76-84. 9p. |
| Abstract: | Since 2010, the National Science Foundation (NSF)—funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences. Key findings suggest that participation in the STAMPS program has increased students’ self-efficacy, science identity, and sense of belonging. Students reported feeling a bolstered self-efficacy primarily due to interactions with other students, faculty, and scientists during class, field trips, and presentations. Peer and faculty mentors and STAMPS events were most frequently cited as being responsible for impacting science identity. UNCG-specific and STAMPS events assisted in the formation of students’ sense of belonging. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191364036 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boyce%2C+Ayesha+S%2E%22">Boyce, Ayesha S.</searchLink> (AUTHOR)<i> mdschug@uncg.edu</i><br /><searchLink fieldCode="AR" term="%22Avent%2C+Cherie%22">Avent, Cherie</searchLink> (AUTHOR)<i> adeyemo.adetogun@orau.org</i><br /><searchLink fieldCode="AR" term="%22Adetogun%2C+Adeyemo%22">Adetogun, Adeyemo</searchLink> (AUTHOR)<i> mdschug@uncg.edu</i><br /><searchLink fieldCode="AR" term="%22Hall%2C+Christopher%22">Hall, Christopher</searchLink> (AUTHOR)<i> christopher.hall@ung.edu</i><br /><searchLink fieldCode="AR" term="%22Sametz%2C+Lynn%22">Sametz, Lynn</searchLink> (AUTHOR)<i> christopher.hall@ung.edu</i><br /><searchLink fieldCode="AR" term="%22Phillips%2C+P%2E+Lee%22">Phillips, P. Lee</searchLink> (AUTHOR)<i> adeyemo.adetogun@orau.org</i><br /><searchLink fieldCode="AR" term="%22Kane%2C+Amelia%22">Kane, Amelia</searchLink> (AUTHOR)<i> cmavent@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22Patton%2C+Jeffrey%22">Patton, Jeffrey</searchLink> (AUTHOR)<i> christopher.hall@ung.edu</i><br /><searchLink fieldCode="AR" term="%22Petersen%2C+Kimberly%22">Petersen, Kimberly</searchLink> (AUTHOR)<i> christopher.hall@ung.edu</i><br /><searchLink fieldCode="AR" term="%22Schug%2C+Malcolm%22">Schug, Malcolm</searchLink> (AUTHOR)<i> adeyemo.adetogun@orau.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Fall2023, Vol. 52 Issue 7, p76-84. 9p. – Name: Abstract Label: Abstract Group: Ab Data: Since 2010, the National Science Foundation (NSF)—funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences. Key findings suggest that participation in the STAMPS program has increased students’ self-efficacy, science identity, and sense of belonging. Students reported feeling a bolstered self-efficacy primarily due to interactions with other students, faculty, and scientists during class, field trips, and presentations. Peer and faculty mentors and STAMPS events were most frequently cited as being responsible for impacting science identity. UNCG-specific and STAMPS events assisted in the formation of students’ sense of belonging. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2023.12315882 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 76 Titles: – TitleFull: Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boyce, Ayesha S. – PersonEntity: Name: NameFull: Avent, Cherie – PersonEntity: Name: NameFull: Adetogun, Adeyemo – PersonEntity: Name: NameFull: Hall, Christopher – PersonEntity: Name: NameFull: Sametz, Lynn – PersonEntity: Name: NameFull: Phillips, P. Lee – PersonEntity: Name: NameFull: Kane, Amelia – PersonEntity: Name: NameFull: Patton, Jeffrey – PersonEntity: Name: NameFull: Petersen, Kimberly – PersonEntity: Name: NameFull: Schug, Malcolm IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 52 – Type: issue Value: 7 Titles: – TitleFull: Journal of College Science Teaching Type: main |
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