Advancing Careers of Upper Level Students in the Life Sciences: The Case of a Minority Serving Institution

Abstract

This concurrent mixed methods study focused on the outcomes of the contribution of specific support structures to the development of targeted skills and the self-efficacy of under-represented students in Life Sciences at an urban research university with a strong commitment to diversity. According to the SCCT model (Lent et al, 1994), increases in self-efficacy are expected to have long-term impact on Scholars intent to persist in STEM careers.The Social Cognitive Career Theory (SCCT) model framed the design of the intervention and informed the study that asks: (1) Does: (a) scholarship support; (b) scholars' sense of self-efficacy in STEM programs; (c) outcome expectations for obtaining a STEM degree, and (d) experiences of support in college STEM contexts predict the STEM major student success? (2) What are the students' perceptions of the impact that their academic experiences, their sense of self-efficacy, and their outcome expectations for obtaining the STEM degrees have on their success in the program? Simple non-parametric statistical analysis was used to describe the characteristics of the members of various cohort groups. A survey with a retrospective pretest design collected end-of-year data from students in four domains: Science/STEM Identity, Lab Research Self-Efficacy, Scientific Communication Self-Efficacy, and Metacognitive Awareness (which had 8 subdomains). Results were analyzed using t-tests, and effect sizes were calculated. Their academic disposition and perceptions of their experiences were gathered using semi-structured individual interviews. Ninety-eight percent of the 60 students have been retained and/or graduated in a STEM discipline. Of the 25 students who have graduated with BS degrees, 19 have gone on to MD programs, PhD programs or still working in a STEM field. One student recently received an NSF Graduate Research Fellowship. Eight students continued in MS programs at the same institution and continue to receive financial and professional development support from S-STEM. On the quantitative survey, students reported growth to most or all items in each domain and subdomain, with the greatest growth reported in Scientific Communication Self-Efficacy, the students' perceptions of their ability to communicate effectively as scientists. The participants who completed the program participated in exit interviews over the past three years on the importance of the support the program provided. This support might have contributed to the growth in each domain and sub domain. The subthemes associated with "support" included personal relationships with mentors, boosts in confidence as STEM scholars, career guidance, preparation and practice for interviews, presentations, peer feedback, and financial support. The size of the cohort groups limited the kind of analysis that could be done and so the findings are not generalizable but instead represent a case of one institution that might be transferred or translated to others. The support provided the students moved beyond counselling and instead paid attention to practical taken for granted skills and meeting the financial needs of the students who could then focus more on their academic outcomes. The confidence gained from the personal and scholarly supports and mentorship that were an integral aspect of the intervention might have allowed for continued interest in a career in STEM field. The students were not only performing well academically but also gaining the knowledge about possibilities available to them. The increase in the kinds of supports offered should demonstrate to institutions serving underrepresented students, who have extreme financial needs, that providing them with not only funding but also hands-on mentoring that is not just individualistic, but collaborative, can go a long way in making a difference in ensuring growth in specific skills, increased self-efficacy, graduation and retention in STEM fields.