The current study tested the extent to which intergroup contact reduces social dominance orientation (SDO), producing secondary transfer effects. Participants were first-year undergraduate students randomly assigned to live with either a same-race roommate or a roommate of a different race in university housing. Participants completed a feeling thermometer and a measure of SDO at the beginning and end of the fall semester. Participants in interracial rooms reported lower levels of SDO and more positive attitudes toward secondary groups (i.e., racial/ethnic groups other than their roommates’ group) than participants in same-race rooms at the end of the semester. Those in interracial rooms exhibited a significant change in SDO levels and attitudes across time, whereas those in same-race rooms exhibited no change. Furthermore, SDO fully mediated the effect of intergroup contact on attitudes toward secondary groups. These findings provide causal evidence of secondary transfer effects and indicate SDO as an underlying mechanism.

It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. The current study used a longitudinal design and latent growth curve modeling to examine and predict the development of scientific research career persistence intentions over the course of an intensive summer URE. The latent growth curve analysis showed that student persistence intentions declined and rebounded over the course of the summer. Furthermore, the positive impact of faculty mentor role modeling on growth trajectories was mediated through internalization of science community values. In addition, project ownership was found to buffer students from the typical trend of declining and rebounding persistence intentions. The TIMSI framework illuminates the contextual features and underlying psychological processes that link UREs to student integration into STEM careers and culture.

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