Navigating educational trajectories and transitions: A qualitative systematic literature review on international STEM doctoral students

Science, Technology, Engineering and Mathematics (STEM) fields have historically been disciplines dominated by white men. The colonial ideology designated Africans as subhuman, inferior intellectually, socially, and culturally to the white masculine norm in STEM disciplines. STEM education and careers were thus constructed to attract white, heterosexual, middle-to-upper class, Christian, able-bodied men. This positioning ensured that STEM environments remained inhospitable to anyone whose identity was outside the constructed somatic norm. The calls and imperatives to transform notwithstanding, the transformation process in STEM disciplines is moving at a snail-like pace. This article argues that what is occurring in STEM disciplines in South African universities is reform not transformation. It is underpinned by the intersectional theory within the qualitative paradigm. Seventy-three African doctoral and postdoctoral women students in STEM were interviewed from five South African universities. The findings highlighted how African women in STEM face challenges based on their racial and gendered identities and that what is presented as transformation is still oppressive to them. The study also found that equity through access to education in democratic South Africa does not equate to transformation. The argument presented is that despite existing policies and initiatives in South African universities to transform, the demographic inclusion of African, female staff and students does not necessarily equate to transforming the STEM environment. What needs to occur is a shift beyond reform and towards transformation through the use of strategic inventions which dismantle the racist, sexist, classist, and xenophobic ideology that permeates these environments.

Background The progression and retention of students in STEM (Science, Technology, Engineering, and Mathematics) disciplines are influenced by their performance in calculus courses, particularly among underrepresented minoritized (URM) and first-generation college students. Research stresses the importance of addressing psychosocial factors to bolster resilience, persistence, and positive self-concepts in STEM disciplines. Despite extensive research in this area, understanding of how mathematics-related psychological factors (e.g., math interest, self-concept, and anxiety) shape STEM sense of belonging and STEM identity remains limited. Interest in STEM is recognized as necessary for engaging individuals in STEM learning and careers, while self-concept and anxiety play significant roles in shaping students’ engagement and performance in STEM fields. Taking data from a larger college calculus, reform project, this study utilizes Structural Equation Modeling (SEM) to test the degree to which math-specific psychosocial factors (math interest, self-concept, and anxiety) mediate the relationship between STEM self-efficacy and engagement behaviors as well as the relationship between STEM self-efficacy and STEM sense of belonging and STEM identity within diverse student populations. Results The SEM analysis (n = 663) confirmed the hypothesized relationships among STEM self-efficacy, math motivators, engagement behaviors, and STEM psychosocial outcomes. Math interest showed a particularly strong effect on STEM psychosocial outcomes, suggesting interest is an important factor in enhancing STEM identity and sense of belonging. Mediation analyses demonstrated that math motivators and engagement behaviors partially mediated the relationship between STEM self-efficacy and STEM identity and sense of belonging, demonstrating the importance of addressing mathematics-related psychological factors in STEM education. Conclusions These findings call attention to the significant role of mathematics-related psychological factors in shaping students’ STEM sense of belonging and identity, particularly within minority-serving institutions. The study extends understanding of these relationships in diverse educational settings, emphasizing the complex roles of math motivators and self-regulation in shaping STEM psychosocial outcomes. These results offer valuable implications for enhancing the student experience in college calculus and fostering STEM career intentions among URMs. This work contributes to the educational research landscape, particularly in informing strategies aimed at enhancing student resilience and persistence in STEM fields.

This paper reports on a systematic review of the international qualitative research literature on return to work. This review was undertaken in order to better understand the dimensions, processes, and practices of return to work. Because return to work often includes early return before full recovery while a person is undergoing rehabilitation treatment, physical recovery is embedded in complicated ways with workplace processes and practices and social organization. These process-oriented dimensions of return to work are well described in the qualitative literature. This systematic review of the literature covered peer-reviewed papers that focused on musculoskeletal and pain-related injuries and were published in English or French between 1990 and 2003. Findings from papers meeting relevance and quality criteria were synthesized using the meta-ethnographic approach. This review found that return to work extends beyond concerns about managing physical function to the complexities related to beliefs, roles, and perceptions of many players. Good will and trust are overarching conditions that are central to successful return-to-work arrangements. In addition, there are often social and communication barriers to return to work, and intermediary players have the potential to play a key role in facilitating this process. This paper identifies key mechanisms of workplace practice, process, and environment that can affect the success of return to work. The findings illustrate the contribution that qualitative literature can make to important aspects of implementation in relation to return to work.

One of the 12 critical areas for change highlighted in the Beijing Platform for Action (BPfA) is the education of girls and women, in particular the participation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines. While South Africa has introduced several policies to address the low enrolment and graduation of women in STEM, African women continue to be under-represented in these disciplines. Furthermore, African women in STEM disciplines, a traditionally White male-dominated field, report facing intersectional oppressions linked to their race, gender, and class – which negatively impact both their progression and retention. In the South African context, this problem is exacerbated by the history of colonialism and apartheid which constructed African women as minors and continue to position them as outsiders within academia. Drawing on the experiences of 19 African female doctoral students at two universities in South Africa, and underpinned by the theory of intersectionality, this article critically interrogates the factors that influence the participation, progression, and retention of African female doctoral students in STEM fields. In so doing, the article reveals how interlocking systems of oppression continue to influence the progression and retention of women in STEM disciplines, thereby providing insight into the mechanisms that need to be altered and/or put in place to actively recruit African female doctoral students and retain them in academic positions.

Across the USA, there is a disproportionally lower number of African-American women who choose to pursue degrees and careers in the STEM (science, technology, engineering, and mathematics) disciplines. Spelman College, a historically Black college and a global leader in the education of women of African descent, has made strategic and focused efforts to increase the international experiences of all students; however, there are specific challenges related to STEM students. To meet these challenges, the “Enhancing Global Research and Education in STEM” program (G-STEM) was created to provide African-American STEM students with formally mentored international research experiences so that they complete their undergraduate STEM major with transformative worldviews. The G-STEM program has created 15 international partnerships, and offers STEM research placements across the globe. A total of 104 students have participated in this program; and 98% of these students have graduated, or are set to graduate. Of those that have graduated, 42% are currently enrolled in STEM graduate programs (MS or PhD) or health-career graduate programs (medicine, nursing, dentistry). These numbers indicate that the exposure to structured international research experiences may significantly influence a student’s likelihood of graduation and further pursuit of a career in the STEM disciplines. This chapter reviews the development of the G-STEM program, highlighting successful international research partnership typologies, recruitment and retention practices of underrepresented students, and the development of an integrated mentoring program. Student experiences and outcomes are presented, followed by a discussion of the barriers to STEM student participation in international research experiences.

Low numbers of women faculty in STEM (science, technology, engineering and mathematics) disciplines continues to be a concern in higher education. Even though completion of STEM degrees by women has increased in many disciplines, increases in the number of women faculty have not been seen. Additionally, women continue to leave faculty positions at twice the rate of men. In order to remain globally competitive, the US needs to retain a diverse STEM professoriate. This dissertation examined the factors influencing the retention of women faculty in STEM disciplines and their over-representation in non-research intensive institutions. The analysis was broken into two parts. Using the 2013 HERI Faculty Survey, the constructs faculty stress, job satisfaction, and intent to leave were first examined for faculty group differences based upon gender, discipline, and institution type using EFA and MIMIC analyses. In the second part, I examined the structural relationship between these three constructs using SEM techniques. Women faculty were found to be more stressed, less satisfied, and had greater intent to leave. Faculty stress had both direct and indirect effects on intent to leave with greater indirect effects occurring due to the mediation of job satisfaction. Ultimately, women faculty in STEM were more likely to have intent to leave due to high levels of stress reducing their job satisfaction. In order to retain women faculty in STEM disciplines, institutions will need to examine their practices and policies to ensure women faculty are not being disadvantaged or discriminated based on their biology. By enabling women faculty to achieve a better work-life balance will not only increase their retention but will strengthen the entire professoriate.

Students enrolled in Science, Technology, Engineering and Mathematics (STEM) globally and in South Africa are generally not in a state of well-being. International and South African research studies show that undergraduate STEM programmes pose significant challenges to students and that many STEM programmes are marked by high attrition rates and poor student success. There is growing recognition that STEM educators need to teach the “whole student” instead of focussing only on STEM knowledge and skills. In order to teach in a holistic way, university educators themselves need to understand and achieve their own well-being. The paper argues that pedagogy of well-being and its associated concepts of competence, self-efficacy, community and inter-relatedness are key to academic staff and student well-being in the STEM disciplines. The focus of this paper is an inter-institution study on enhancing STEM educators’ capacity towards a pedagogy of well-being through teaching portfolio development in diverse institutional contexts. The research question guiding is the study is: How might academic development practitioners and STEM university educators’ successfully collaborate for the benefit of student well-being and success? Data for this study was obtained from “critical dialogues” between academic development practitioners and STEM university teachers, as well as an external evaluation of the project. The data comprise video-recordings of the critical dialogues and survey responses. The findings of the study indicate that there are barriers as well as productive spaces for interdisciplinary work towards well-being in STEM teaching and learning. The findings have implications for how STEM academics might engage in professional learning towards pedagogical competence, and offer suggestions for the ways in which academic developers might respectfully “transgress” into STEM disciplinary domains in support of a pedagogy of well-being in the STEM disciplines and fields.

BackgroundAgeing-in-place policies have increasingly shifted elder care responsibilities onto family members. Among older cohabiting couples, one’s partner’s illness significantly impacts the other’s daily life and well-being.AimTo explore the responsibilities and strategies of caregiving partners in older cohabiting couples from the perspectives of cohabiting caregivers.MethodsA qualitative systematic literature review was conducted across seven databases, following PRISMA guidelines and registered in PROSPERO (CRD42025632103). Sixty-five studies were included based on predefined inclusion and exclusion criteria using Covidence. Quality was assessed using the Critical Appraisal Skills Programme (CASP) checklist for qualitative studies. Data were synthesised through descriptive numerical summaries and thematic analysis.ResultsThe studies, conducted in 20 countries, primarily used individual interviews for data collection. Three overarching themes emerged: (1) strategies directed towards the partner, (2) strategies to maintain personal identity and space, and (3) strategies for navigating formal care systems. Cohabiting caregivers often assumed daily responsibilities despite emotional and physical strain. They relied on both informal and formal support to care for their partner and preserve time for themselves. However, formal care involvement led to issues such as broken agreements and inadequate services.ConclusionOlder cohabiting caregivers constantly balance and adapt their caregiving roles in relation to their partner, themselves, and formal care providers. This shift in responsibility results in an often invisible, morally-driven labour that remains under-recognised in Ageing-in-place policies. The study highlights the need for policy frameworks and interventions that acknowledge caregivers’ moral labour, enhance the quality of formal care, and support caregiver autonomy.Clinical trial registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD42025632103, identifier (CRD42025632103).

Small businesses (SBs) play an important role in global economies, employ half of all workers, and pose distinct workplace health problems. This systematic review of qualitative peer-reviewed literature was carried out to identify and synthesize research findings about how SB workplace parties understand and enact processes related to occupational health and safety (OHS). The review was conducted as part of a larger mixed-method review and in consultation with stakeholders. A comprehensive literature search identified 5067 studies. After screening for relevance, 20 qualitative articles were identified. Quality assessment led to 14 articles of sufficient quality to be included in the meta-ethnographic findings synthesis. This review finds that SBs have distinctive social relations of work, apprehensions of workplace risk, and legislative requirements. Eight themes were identified that consolidate knowledge on how SB workplace parties understand OHS hazards, how they manage risk and health problems, and how broader structures, policies and systems shape the practice of workplace health in SBs. The themes contribute to 'layers of evidence' that address SB work and health phenomena at the micro (e.g. employer or worker behavior), meso (e.g. organizational dynamics) and macro (e.g. state policy) levels. This synthesis details the unique qualities and conditions of SBs that merit particular attention from planners and occupational health policy makers. In particular, the informal workplace social relations can limit workers' and employers' apprehension of risk, and policy and complex contractual conditions in which SBs are often engaged (such as chains of subcontracting) can complicate occupational health responsibilities. This review questions the utility of SB exemptions from OHS regulations and suggests a legislative focus on the particular needs of SBs. It considers ways that workers might activate their own workplace health concerns, and suggests that more qualitative research on OHS solutions is needed. It suggests that answers to the SB OHS problems identified in this review might lie in third party interventions and improved worker representation.

PurposeGiven that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs.Design/methodology/approachThis review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers.FindingsFactors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline.Originality/valueThis information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

Globally, studies continue to document disparities in women’s access and participation in Science, Technology, Engineering and Mathematics (STEM) disciplines in the universities. Despite existence of policies at the national and institutional level, no single and clear road map exists on what set of interventions can best contribute to redressing this disparities. This study draws attention to the low participation of female students in STEM disciplines and especially in hard sciences in Kenyan public universities. Data for the study were collected in three public universities that were purposively sampled. Questionnaires, interviews, observations, content and documentary analysis were used as key instruments for data collection and research techniques. Data were analyzed both quantitatively and qualitatively. The study findings revealed that, despite the existing educational gender interventions, female students’ enrolment and participation in STEM disciplines in the Kenyan public universities is 30% and less than 20% in hard sciences. The study also established that there exists a continued process of gender typing in the secondary school curriculum which students pick and is further manifested in the universities. This stereotype has created a false perception among female students that soft sciences are marketable for the female gender and are feminine compared to the hard sciences. Further there exists socio-cultural and institutional barriers that affects female students’ participation in STEM disciplines. The study recommends first, the need for government and universities to develop educational STEM policies and interventions to increase female participation in STEM disciplines. Second, the STEM curricula should be made gender responsive with integration of additional STEM female faculty members to act as mentors to female students. Appropriate STEM mentoring and career guidance should be enhanced at all levels of education and all educational stakeholders should be involved in minimising socio-cultural, institutional barriers and stereotypes on masculinity of STEM disciplines.

The importance of STEM (Science, Technology, Engineering and Mathematics) disciplines for the future economic and social well-being of all Australians cannot be underestimated: 75% of the fastest growing global occupations require STEM skills and knowledge (Becker and Park in J STEM Edu 12(6), 2011). Increased participation in STEM-related tertiary education is fundamental to the economic and social well-being of the individual and the nation, yet the number and capacity of STEM graduates Australia produced from tertiary institutions is inadequate (OECD in Over-qualified or under-skilled: A review of existing literature. OECD, Paris, 2011). Attracting and retaining STEM tertiary students will rely upon approaches to learning and teaching that engage, motivate and inspire more diverse cohorts. As the Australian Chief Scientist notes: STEM disciplines are critical engines of innovation and growth. The future of the Australian economy will be underpinned by the number and calibre of STEM graduates and the academic staff leading them. We are at present falling short: something different has to be done, demanding a paradigm shift (Office of the Chief Scientist, Australia, 2012). This chapter discusses a recent initiative The RMIT Inclusive Teaching and Assessment Practices Project which was created to address the diverse needs of all learners across the university.

This chapter considers how STEM (science, technology, engineering and mathematics) disciplines should be linked to citizenship in the information age. This is done in two stages. The first stage is philosophical. Here, ideas and theories from relevant philosophers are examined who argue for a more interdisciplinary understanding of STEM and non-STEM disciplines. The next stage looks at research done in regard to interdisciplinarity. Drawing on the philosophical and more empirical research done on interdisciplinarity, the chapter offers some activities which teachers can use to promote interdisciplinary thinking, and especially a realization how STEM disciplines can and should interact with other disciplines in the information age. The chapter concludes by linking the ideas of STEM for democracy with relevant skills, dispositions and school climate attributes.

To identify and synthesise nurses' experiences of competence in lifestyle counselling with adult patients in healthcare settings. Modifiable lifestyle risk behaviours contribute to an increased prevalence of chronic diseases worldwide. Lifestyle counselling is part of nurses' role which enables them to make a significant contribution to patients' long-term health in various healthcare contexts, but requires particular competence. Qualitative systematic literature review and meta-aggregation. The review was guided by Joanna Briggs Institute's methodology for conducting synthesis of qualitative studies. PRISMA-checklist guided the review process. Relevant original studies were search from databases (CINAHL, PubMed, Scopus, Medic and Psych Articles, Ebscho Open Dissertations and Web of Science). After researcher consensus was reached and quality of the studies evaluated, 20 studies were subjected to meta-aggregation. From 20 studies meeting the inclusion criteria, 75 findings were extracted and categorised into 13 groups based on their meaning, resulting in the identification of 5 synthesised findings for competence description: Supporting healthy lifestyle adherence, creating interactive and patient-centred counselling situations, acquiring competence through clinical experience and continuous self-improvement, collaborating with other professionals and patients, planning lifestyle counselling and managing work across various stages of the patient's disease care path. The review provides an evidence base that can be used to support nurses' competence in lifestyle counselling when working with adult patients in healthcare settings. Lifestyle counselling competence is a complex and rather abstract phenomenon. The review identified, analysed and synthesised the evidence derived from nurses' experience which shows that lifestyle counselling competence is a multidimensional entity which relates to many other competencies within nurses' work. Recognising the competencies of nurses in lifestyle counselling for adult patients can stimulate nurses' motivation. The acquisition of these competencies can have a positive impact on patients' lives and their health. No Patient or Public Contribution. The research may enhance nurses' competence in lifestyle counselling, leading to improved health outcomes, better adherence to recommendations and overall well-being. It may also drive the development of interventions, improving healthcare delivery in lifestyle counselling. The review was undertaken and reported using the PRISMA guidelines. Blinded for the review.

BackgroundCancer care for individuals with intellectual disabilities (ID) is challenging, with evidence of disparities, late diagnoses, and overlooked experiences of the individuals in question.AimTo explore how individuals with concomitant ID and cancer experience the illness and navigate cancer care trajectories and everyday life from perspectives of themselves, their relatives and professionals.MethodA qualitative systematic literature review was conducted across the databases PubMed, EMBASE, CINAHL Complete, ERIC, SocINDEX, PsycInfo, and Scopus, supplemented by a final search in Google Scholar. All studies were screened and selected in Covidence according to predefined inclusion and exclusion criteria. The review included 16 publications, registered in PROSPERO (CRD420251042718) and followed the PRISMA guidelines. The quality of the included publications was assessed using the Critical Appraisal Skills Programme (CASP) checklist for qualitative research. Data extraction was followed by a descriptive summary and a qualitative thematic analysis, inspired by Braun and Clarke.ResultsThe studies, conducted in four countries, represented the voices of 22 individuals with ID and cancer and, in addition, perspectives of 11 relatives and 32 professionals. Data was synthesized in four themes: “Emotional responses to having cancer,” “Coping with cancer - life went on,” “Balancing the right to information and the limits of communication abilities,” and “Encountering death in various ways.” Individuals with ID responded to cancer and related challenges in diverse ways, yet they often demonstrated an ability to live in the moment as a coping strategy and strength in living and dying with cancer. They received information to varying degrees about their cancer diagnosis, treatment, and prognosis, while also having differing capacities to understand and process this information. Experiences of cancer in others contributed to their understanding of their own condition.ConclusionIndividuals with ID responded to cancer and its trajectory in varied ways. Many faced challenges in interactions with healthcare professionals, often due to communication barriers. Everyday routines and “living in the moment” served as important coping strategies. All 22 voices of individuals with ID represented in the studies came from the United Kingdom. Worldwide, future research should actively involve this population throughout the process.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD420251042718, PROSPERO: CRD420251042718.