Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors
Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors
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DOI：
10.1002/cdq.12033
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发表时间：
2015-12
影响因子：
2.1
通讯作者：
Valerie J. Morganson;D. Major;Valerie N. Streets;Michael L. Litano;Dante P. Myers
中科院分区：
文献类型：
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作者：
Valerie J. Morganson;D. Major;Valerie N. Streets;Michael L. Litano;Dante P. Myers
科学、技术、工程和数学（STEM）专业的学生保留是一个全国性的问题。研究通常通过检查促使学生转换职业道路的因素来强调STEM领域的人员流失。本研究采用嵌入性理论，转而关注那些能更好地将学生固定在专业内的因素。本研究以21名STEM专业大三、大四学生为研究对象，对嵌入性的三个原则：契合、联系和牺牲进行了情境化分析。结果支持嵌入性理论作为理解和促进STEM学生留存的可行框架，因为契合、联系和牺牲都被认为是丰富学生体验的因素。性别差异表明，与攻读STEM学位的男性相比，女性的自豪感更高。结果告知如何将STEM嵌入性的定量测量置于背景中。为了促进学生的保留，职业顾问、导师和其他人可能会帮助学生将挑战视为坚持不懈的STEM高年级学生的常态。
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.