Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets
Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets
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DOI：
10.1186/s40594-020-00219-2
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发表时间：
2020-04-21
影响因子：
6.7
通讯作者：
Equils, Ozlem
中科院分区：
文献类型：
--
作者：
Kricorian, Katherine;Seu, Michelle;Equils, Ozlem
背景妇女和少数民族在科学、技术、工程和数学（STEM）领域的代表性仍然不足。这项试点研究的目标是更好地了解追求STEM的代表性不足的美国学生的信仰和经验。我们的重点是深入了解他们的导师经验和偏好，关于有导师谁是性别和种族匹配。与参与者决定追求STEM相关的环境和心理因素，如家庭影响，学术心态和对STEM的态度也进行了研究。方法我们根据已发表的文献和现有工具开发了一个调查工具，包括STEM归属感，科学身份和成长心态的措施，以及评估学生对STEM参与的看法的措施。我们调查了一家专注于STEM的非营利组织的成员，他们是大学生，研究生院或应届毕业生。结果48名目前正在追求STEM的成年人对调查做出了回应。大多数人（71%）是女性，几乎所有人（96%）都是少数民族。大多数人报告说，他们知道与他们相同性别（68%）或种族（66%）的人在STEM职业中担任榜样。大多数人（54%）表示，与自己性别和种族的STEM专业人员会面将有效鼓励他们追求STEM。类似比例（56%）的人认为，媒体对性别和种族匹配的STEM专业人员的曝光将是有效的鼓励。大多数人（73%）表现出成长的心态，并有强大的家庭支持追求STEM（68%）。只有三分之二（66%）的人认为他们属于STEM职业，30%的人认为他们STEM班的人很像他们。结论这项研究有助于不同的学生积极追求干的观点和经验的额外信息。大多数与会者表示，与同性别和同种族的人见面并接受他们亲自或通过媒体进行的STEM指导非常重要。未来增加STEM多样性的教育工作应考虑学生的导师偏好，并相应地促进与背景匹配的导师的互动，同时考虑媒体的使用。教育工作者应通过突出不同STEM专业人员的成就来关注包容性学习，以帮助加强STEM归属感。
Background Women and ethnic minorities remain underrepresented in science, technology, engineering, and math (STEM) fields. The goal of this pilot study is to better understand the beliefs and experiences of underrepresented US students pursuing STEM. Our focus was to gain insights into their mentorship experiences and preferences regarding having mentors who are gender and ethnicity matched. Environmental and psychological factors associated with participants' decision to pursue STEM, such as family influences, academic mindsets, and attitudes towards STEM, were also studied. Methods We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students' views on their STEM participation. We surveyed members of a STEM-focused non-profit who were in college, graduate school, or were recent graduates. Results Forty-eight adults currently pursuing STEM responded to the survey. The majority (71%) were female and nearly all (96%) identified as an ethnic minority. Most reported knowing someone of their same gender (68%) or ethnicity (66%) with a STEM career who served as a role model. The majority (54%) stated that meeting a STEM professional of their own gender and ethnicity would be effective encouragement to pursue STEM. A similar percentage (56%) believed that media exposure to gender- and ethnicity-matched STEM professionals would be effective encouragement. Most (73%) demonstrated a growth mindset and had strong family support to pursue STEM (68%). Only two-thirds (66%) felt they belonged in STEM careers, and 30% agreed that people in their STEM classes are a lot like them. Conclusion This study contributes additional information on the views and experiences of diverse students actively pursuing STEM. Most participants indicated the importance of meeting and being mentored in STEM by those of their same gender and ethnicity, either in person or through media. Future educational efforts to increase STEM diversity should consider students' mentorship preferences and facilitate interactions with matched-background mentors accordingly, with consideration given to the use of media. Educators should focus on inclusive learning by highlighting the accomplishments of diverse STEM professionals, to help strengthen feelings of STEM belonging.