Bridges and barriers: understanding the educational pathways of underrepresented minority students in STEM (104.2)

Abstract

This presentation draws from data and analyses of a national study regarding postsecondary pathways of students who started college with an interest in pursuing a bachelor’s degree in science, technology, engineering, and mathematics. The study utilizes both quantitative (e.g,. multilevel modeling) and qualitative analytic methods to understand the college experiences of STEM aspirants that contribute to their successful completion of a STEM bachelor’s degree and future enrollment in STEM graduate and professional programs. Findings indicate that the structure of introductory science courses are critical in facilitating or hindering undergraduate STEM students’ successful matriculation through their programs. More frequent incorporation of evidence‐based teaching practices significantly and positively contribute to students’ level of academic engagement in these courses. Over the longer term, students who participate in undergraduate research, identify faculty mentors, and participate in department‐related academic clubs have significantly better odds of completing a STEM degree and enrolling in STEM graduate and professional programs.