1. Expanding and Diversifying STEM Degree Recipients: What We Know From Students' Experiences JAM 2010 Sylvia Hurtado, UCLA Higher Education Research Institute

2. Opportunity to advance and diversify scientific talent Integrating social science theories and conceptual models in practice Diversifying science means creating a better understanding of our students—context and opportunity matters Key Points

3. Opportunity Pool: Rising Interest in Science Among Entering Freshmen

4. STEM Degree Completion Rates

5. Barricades, Bridges, and Programmatic Adaptation: A Multi-campus Case Study of STEM Undergraduate Research Programs Three Barriers to Persistence –Little exposure to research environments –Lack of practical tools and skills –Limited access to networks Three Major Program Functions –Research experience and exposure –Access to supplemental services –Opening social networks “But I just try to build a little sense of community on this campus with the few African American staff members, and we won’t even get into the dismal faculty figures. The only way I can describe it is horrid, and that’s part of the problem too, you see, when you don’t see yourself represented.” (Female faculty administrator, PWI)

6. Approaches to Our Study Hybrid Model to Study Students—A series of studies that are: Confirmatory—Replication of previous findings regarding interventions and integration of students in science Exploratory—In preparation for a more systematic study plan Emergent—Where very little theory or research exists

7. Source: Carlone & Johnson (2007).Journal of Research in Science Teaching, 44 (8).

8. Expanding Theory With Findings: Context Matters Source: Focus groups of students in programs reported in Diversifying Science, Research in Higher Education (2009) Competence Students talk about science differently in the classroom, in a professor’s project, or in a structured research program (peers, dedicated faculty) Recognition Institutional ethos – “We do science here” Peer culture Proximal contexts, faculty belief in students’ potential and determination to succeed Emergent Results Knowledge/content is to be mastered (memorized) versus knowledge can be discovered and “owned” Science is competitive, getting right answers vs. collaborative using both challenge and support More ways of demonstrating competence Failure in scientific work is OK Rethink and try again until one succeeds Validation from faculty and peers

9. STEM IDENTITY

10. Factors in Managing Academic Success in the 1st Year Source: Predicting Transition and Adjustment, Research in Higher Education (2007) * Indicates effect is stronger for URM STEM students Negative Effects Interfering family responsibilities Concern about financing college* Perceptions of a competitive environment * Perceptions of a hostile racial climate* Institutional selectivity Academic advising from a freshman peer * Positive Effects Self-rated ability to manage time Best guess they will communicate with faculty High proportion of degrees in science Worked with an academic advisor to select courses Academic advising from a junior/senior and major/preprof clubs* Change in ability to conduct research

11. GPA and Thinking/Acting Like a Scientist Source: Introductory Course Work Study, 12 courses on five campuses GPA was related to students’ ability to cram for exams, previous preparation in high school, working in small groups, and tutoring another student GPA was not significantly related to changes in thinking and acting like a scientist in courses Students who were overwhelmed with course expectations not only had lower GPAs but were also less likely to think and act like a scientist Implications: Are we assessing and recognizing the broader skills necessary for scientific work ?

12. Which Faculty Are Likely to Include Undergraduates on Research Projects? Institutional context matters –Faculty at HBCUs and more selective institutions are more likely to include undergraduates in research Faculty perceptions of institutional climate –Feeling that students are well-prepared academically and that departmental colleagues value their work positively relate to the outcome Funding –Any external funding positively predicts involving undergraduates in research –Effect of funding from governmental agencies is even more positive than funding from industry or foundations

13. Effect of Undergraduate Research Programs on Intentions to Pursue STEM Graduate/Professional Degree Quasi-experimental research design Positive benefit from undergraduate research participation –7-8% increase in probability –Previous studies using simple comparative techniques suggested 17-21% “effect” UG research programs attract students who already identify as scientists Findings argue for: –Expanding the reach of these programs –Ensuring programs not only harvest talent but develop it, too

14. Findings on Retention in STEM Source: Three different studies, one student dissertation, listed on project website URM students with a high level of science identity were 4 times more likely to persist than their counterparts who reported moderate level of identification, 8 times more likely than those with the weakest level of identification However, high science identification and hostile racial climate perceptions were among students less likely to persist Black students were 4 times more likely to participate in first year research if a structured program existed on a campus HBCU’s have a positive effect on STEM student persistence whereas selective institutions negatively affect persistence Women of color persisted in STEM if they joined student organizations, discussed course content outside of class, and participated in undergraduate research programs

15. STEM Majors: Plans After College Source: College Senior Survey Only a quarter of URMs were going directly into graduate school, compared to a third of White/Asian students One in five were applying to graduate school this fall Half were looking for a job or found a job One in five were working in a job related to science, but only about 8% wanted scientific research as a long term career

16. Implications Assessment of Interventions Employ broad notions of science talent/identity Acknowledge social context factors for student success Building a Body of New Knowledge Many findings suggest principles embedded in practices—next step is to identify best practices Practice Learning contexts matter (proximal, institutional) Find ways to help student experience the empowering, collaborative, and error-driven nature of science

17. RESOURCES & Project Staff Papers and reports are available for download from project website Project email: herinih@ucla.edu herinih@ucla.edu RESEARCH STAFF Sylvia Hurtado, Co-PI Mitch Chang, Co-PI Postdoctoral Scholars Kevin Eagan Josephine Gasiewski Graduate Assistants Gina Garcia Juan Garibay Felisha Herrera Monica Lin Cynthia Mosqueda Christopher Newman Jessica Sharkness Minh Tran Project website: www.heri.ucla.edu/nih