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Factors That Influence Persistence of Biology Majors at a Hispanic-Serving Institution

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Title: Factors That Influence Persistence of Biology Majors at a Hispanic-Serving Institution
Language: English
Authors: Ashford-Hanserd, Shetay, Daniel, Kristy L., García, Dana M., Idema, Jenn L.
Source: Journal of Research in Technical Careers. May 2020 4(1):47-60.
Availability: UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1764404
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Persistence, Biology, Majors (Students), Hispanic American Students, Undergraduate Students, STEM Education, Disproportionate Representation, Minority Group Students, Career Choice, Learning Experience, Employment Opportunities, White Students, Role Models, Mentors, Employment Potential, Decision Making, Self Motivation, Influences
Geographic Terms: Texas
ISSN: 2578-2118
Abstract: To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students' persistence to degrees in STEM. We documented potential factors that influence students' persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1254005
Database: ERIC
FullText Text:
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  Data: Factors That Influence Persistence of Biology Majors at a Hispanic-Serving Institution
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Technical+Careers%22"><i>Journal of Research in Technical Careers</i></searchLink>. May 2020 4(1):47-60.
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  Data: UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 2578-2118
– Name: Abstract
  Label: Abstract
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  Data: To promote diversity within the science, technology, engineering, and mathematics (STEM) workforce, we must identify factors that influence or hinder historically underrepresented minority (URM) students' persistence to degrees in STEM. We documented potential factors that influence students' persistence in an undergraduate biology program and created a 14-item, Likert-scale instrument. We recruited 137 undergraduate biology majors at a Hispanic-serving institution in Texas to report which factors they found influential in their decision to remain enrolled in their degree programs. We used a modified social cognitive career theory model of career choice to guide interpretation of the reported influences and identify patterns in responses. We documented three highly influential factors for all students: personal motivation, potential learning experiences, and job opportunities with the job opportunities showing a significant difference (P=0.036) between White and URM student groups. We also found a trend (P=0.056) indicating White students were more influenced by role models and mentors than URM students. Our findings suggest that personal motivation and potential job opportunities are the most influential factors driving students to seek educational opportunities that could lead to STEM careers. However, access to a diverse pool of role models also has the potential to provide positive impacts on student persistence in STEM.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 47
    Subjects:
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Employment Opportunities
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Employment Potential
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Self Motivation
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: Factors That Influence Persistence of Biology Majors at a Hispanic-Serving Institution
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            NameFull: Ashford-Hanserd, Shetay
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            NameFull: Daniel, Kristy L.
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            NameFull: García, Dana M.
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            NameFull: Idema, Jenn L.
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              Type: published
              Y: 2020
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              Value: 2578-2118
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