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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
Language: English
Authors: Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, Malcolm Schug
Source: Journal of College Science Teaching. 2023 52(7):76-84.
Availability: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1643112
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Efficacy, Self Concept, Sense of Community, STEM Education, Grouping (Instructional Purposes), Scholarships, Undergraduate Students
Geographic Terms: North Carolina
ISSN: 0047-231X
1943-4898
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.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-fall-2023/examining-self-efficacy
Accession Number: EJ1411282
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ayesha+S%2E+Boyce%22">Ayesha S. Boyce</searchLink><br /><searchLink fieldCode="AR" term="%22Cherie+Avent%22">Cherie Avent</searchLink><br /><searchLink fieldCode="AR" term="%22Adeyemo+Adetogun%22">Adeyemo Adetogun</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Hall%22">Christopher Hall</searchLink><br /><searchLink fieldCode="AR" term="%22Lynn+Sametz%22">Lynn Sametz</searchLink><br /><searchLink fieldCode="AR" term="%22P%2E+Lee+Phillips%22">P. Lee Phillips</searchLink><br /><searchLink fieldCode="AR" term="%22Amelia+Kane%22">Amelia Kane</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+Patton%22">Jeffrey Patton</searchLink><br /><searchLink fieldCode="AR" term="%22Kimberly+Petersen%22">Kimberly Petersen</searchLink><br /><searchLink fieldCode="AR" term="%22Malcolm+Schug%22">Malcolm Schug</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Science+Teaching%22"><i>Journal of College Science Teaching</i></searchLink>. 2023 52(7):76-84.
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  Data: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 76
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Sense of Community
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      – SubjectFull: North Carolina
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