Document Type
Article
Publication Date
2018
College/Unit
Eberly College of Arts and Sciences
Department/Program/Center
Chemistry
Abstract
It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. The current study used a longitudinal design and latent growth curve modeling to examine and predict the development of scientific research career persistence intentions over the course of an intensive summer URE. The latent growth curve analysis showed that student persistence intentions declined and rebounded over the course of the summer. Furthermore, the positive impact of faculty mentor role modeling on growth trajectories was mediated through internalization of science community values. In addition, project ownership was found to buffer students from the typical trend of declining and rebounding persistence intentions. The TIMSI framework illuminates the contextual features and underlying psychological processes that link UREs to student integration into STEM careers and culture.
Digital Commons Citation
Richards-Babb, Michelle, "Student Integration into STEM Careers and Culture: A Longitudinal Examination of Summer Faculty Mentors and Project Ownership" (2018). Faculty & Staff Scholarship. 865.
https://researchrepository.wvu.edu/faculty_publications/865