Utility-Value Intervention Promotes Persistence and Diversity in STEM
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| Title: | Utility-Value Intervention Promotes Persistence and Diversity in STEM |
|---|---|
| Language: | English |
| Authors: | Michael W. Asher (ORCID |
| Source: | Grantee Submission. Article e2300463120 2023 120(19). |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Institutes of Health (NIH) (DHHS) |
| Contract Number: | R305B150003 1R35GM141556 R01GM102703 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intervention, Academic Persistence, Diversity, STEM Education, Chemistry, Essays, Course Content, Relevance (Education), College Students, Minority Group Students, Effect Size, Student Motivation, Writing Assignments, College Science, Introductory Courses |
| DOI: | 10.1073/pnas.2300463120 |
| Abstract: | We tested the long-term effects of a utility-value intervention administered in a gateway chemistry course, with the goal of promoting persistence and diversity in STEM. In a randomized controlled trial (N = 2,505), students wrote three essays about course content and its personal relevance or three control essays. The intervention significantly improved STEM persistence overall (74% vs. 70% were STEM majors 2.5 y later). Effects were larger for students from marginalized and underrepresented racial/ethnic groups, who were 14 percentage points more likely to persist in STEM fields in the intervention condition (69% vs. 55%). Mediation analysis suggests that the intervention promoted persistence for these students by bolstering their motivation to attain a STEM degree and by promoting engagement with course assignments. This theory-informed curricular intervention is a promising tool for educators committed to retaining students in STEM. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED662111 |
| Database: | ERIC |
| Abstract: | We tested the long-term effects of a utility-value intervention administered in a gateway chemistry course, with the goal of promoting persistence and diversity in STEM. In a randomized controlled trial (N = 2,505), students wrote three essays about course content and its personal relevance or three control essays. The intervention significantly improved STEM persistence overall (74% vs. 70% were STEM majors 2.5 y later). Effects were larger for students from marginalized and underrepresented racial/ethnic groups, who were 14 percentage points more likely to persist in STEM fields in the intervention condition (69% vs. 55%). Mediation analysis suggests that the intervention promoted persistence for these students by bolstering their motivation to attain a STEM degree and by promoting engagement with course assignments. This theory-informed curricular intervention is a promising tool for educators committed to retaining students in STEM. |
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| DOI: | 10.1073/pnas.2300463120 |
