Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors

Abstract

Student retention in science, technology, engineering, and mathematics (STEM) majors is a national concern. Research typically emphasizes attrition in STEM fields by examining factors driving students to switch career paths. This study used embeddedness theory to instead focus on factors that better anchor students within their majors. Focus groups were conducted with 21 junior and senior students majoring in STEM to contextualize the 3 tenets of embeddedness: fit, links, and sacrifice. Results supported embeddedness theory as a viable framework for understanding and promoting STEM student retention because fit, links, and sacrifice were all cited as factors that enriched the student experience. Gender differences suggested a heightened sense of pride for women as compared with men who pursue STEM degrees. Results inform ways to contextualize quantitative measures of STEM embeddedness. To facilitate retention, career counselors, instructors, and others may assist students to frame challenge as normal among persisting STEM upperclassmen.