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ERIC Number: EJ931611
Record Type: Journal
Publication Date: 2011
Pages: 33
Abstractor: As Provided
Reference Count: 81
ISBN: N/A
ISSN: ISSN-0017-8055
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
Espinosa, Lorelle L.
Harvard Educational Review, v81 n2 p209-241 Sum 2011
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. (Contains 4 tables and 4 notes.)
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565641; ED544470