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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 0000-0002-1006-8813), Judith M. Harackiewicz (ORCID 0000-0003-4748-1174), Patrick N. Beymer (ORCID 0000-0002-3569-2305), Cameron A. Hecht (ORCID 0000-0003-4842-6003), Liana B. Lamont (ORCID 0000-0002-9208-1877), Nicole M. Else-Quest (ORCID 0000-0002-4177-2395), Stacy J. Priniski, Dustin B. Thoman (ORCID 0000-0002-7763-762X), Janet S. Hyde, Jessi L. Smith (ORCID 0000-0001-6439-1336)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED662111
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Utility-Value Intervention Promotes Persistence and Diversity in STEM
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  Data: <searchLink fieldCode="AR" term="%22Michael+W%2E+Asher%22">Michael W. Asher</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1006-8813">0000-0002-1006-8813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Judith+M%2E+Harackiewicz%22">Judith M. Harackiewicz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4748-1174">0000-0003-4748-1174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+N%2E+Beymer%22">Patrick N. Beymer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3569-2305">0000-0002-3569-2305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cameron+A%2E+Hecht%22">Cameron A. Hecht</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4842-6003">0000-0003-4842-6003</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liana+B%2E+Lamont%22">Liana B. Lamont</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9208-1877">0000-0002-9208-1877</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+M%2E+Else-Quest%22">Nicole M. Else-Quest</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4177-2395">0000-0002-4177-2395</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stacy+J%2E+Priniski%22">Stacy J. Priniski</searchLink><br /><searchLink fieldCode="AR" term="%22Dustin+B%2E+Thoman%22">Dustin B. Thoman</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7763-762X">0000-0002-7763-762X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Janet+S%2E+Hyde%22">Janet S. Hyde</searchLink><br /><searchLink fieldCode="AR" term="%22Jessi+L%2E+Smith%22">Jessi L. Smith</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6439-1336">0000-0001-6439-1336</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. Article e2300463120 2023 120(19).
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  Data: Y
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  Data: 6
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  Data: 2023
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  Data: Institute of Education Sciences (ED)<br />National Institutes of Health (NIH) (DHHS)
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  Data: R305B150003<br />1R35GM141556<br />R01GM102703
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1073/pnas.2300463120
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: Yes
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  Data: 2024
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  Label: Accession Number
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  Data: ED662111
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED662111
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      – Type: doi
        Value: 10.1073/pnas.2300463120
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Diversity
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      – SubjectFull: STEM Education
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      – SubjectFull: Chemistry
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      – SubjectFull: Essays
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      – SubjectFull: Course Content
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      – SubjectFull: Relevance (Education)
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      – SubjectFull: College Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Effect Size
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      – SubjectFull: Student Motivation
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      – SubjectFull: College Science
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      – SubjectFull: Introductory Courses
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      – TitleFull: Utility-Value Intervention Promotes Persistence and Diversity in STEM
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              Y: 2023
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