Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
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DOI：
10.17763/haer.81.2.92315ww157656k3u
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发表时间：
2011-06-01
影响因子：
1.7
通讯作者：
Espinosa, Lorelle L.
中科院分区：
文献类型：
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作者：
Espinosa, Lorelle L.
支持科学，技术，工程和数学（STEM）学科的本科成绩对于确保我们国家的持续科学和技术进步至关重要。在这项定量研究中，Lorelle埃斯皮诺萨考察了大学前特征、大学经历和机构环境对有色人种本科女性在STEM专业的持续学习的影响，并调查了有色人种女性与有色人种女性相比，这条途径可能有何不同。他们的白色同龄人。她利用分层广义线性模型（HGLM）研究了1,250名有色人种妇女和891名白色妇女在全国135个机构的经历。结果显示，妇女的大学经历的最重要的作用。坚持STEM的有色人种女性经常与同龄人讨论课程内容，加入STEM相关的学生组织，参加本科研究项目，有利他主义的野心，就读私立大学，并参加拥有强大STEM学生社区的机构。持续性的负面预测因素包括参加高度选择性的机构。
Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigates how this pathway might differ for women of color in comparison to their White peers. She utilized hierarchical generalized linear modeling (HGLM) to examine the experiences of 1,250 women of color and 891 White women attending 135 institutions nationwide. Results revealed the paramount role of women's college experiences. Women of color who persisted in STEM frequently engaged with peers to discuss course content, joined STEM-related student organizations, participated in undergraduate research programs, had altruistic ambitions, attended private colleges, and attended institutions with a robust community of STEM students. Negative predictors of persistence include attending a highly selective institution.