Identity, Self-Esteem, and Academic Motivation: An Analysis of Effects on Underrepresented STEM Majors

Abstract

Florida. His professional portfolio includes institutional effectiveness/assessment, grant evaluation, analytics related to student success, and system design. His passion is analyzing institutional data related to student academic factors, psycho-social factors collected using surveys, and demographics to uncover factors impacting student success that could be used in strategic decision making. Some of the current projects have an objective of finding differences among the FTIC and Transfer student population at UCF with respect to student success and engagement metrics, factors impacting retention, graduation and time to graduation. Mr. Nair holds a Bachelor's degree in Engineering (1997) and couple of graduate degrees-Masters in Industrial Engineering (2001) and Business Administration (2012) from the University of Central Florida. Currently he is working on getting his Doctorate in Education-Measurement, Methodology, and Analysis track.

The Urgency of Intersectionality: A Review of Racialized Experiences in STEM Entrepreneurship

“…Although there is a significant landscape of literature in STEM entrepreneurship that focuses on women, gender differences, entrepreneurial efficacy and entrepreneurial mindset, research on racially minoritized populations remains understudied. Most of the literature examining the experiences of racially minoritized populations in STEM entrepreneurship focuses on program design and evaluation for entrepreneurship and innovation programs that seek to support underrepresented students (e.g., racially minoritized populations, women, first generation, and low-income) in STEM [10], [11], [30], [38], [45], [53], [54]. As such, gaps in our understanding of power systems (i.e., structural, disciplinary, interpersonal, and cultural) that impact the experiences of racially minoritized populations in STEM entrepreneurship are still present.…”

“…CAMP-YES, an NSF funded program seeks to prepare talented need-based STEM students in the transition to the workforce, graduate school, or entrepreneurial startup industry [53]. Students are given the opportunity to select one of three career preparation paths in research, entrepreneurship, or an industry internship and are provided mentors, academic services, and group development activities.…”

“…This study used identity, self-esteem, and academic motivation scales to find that cultural identity may promote or hinder undergraduate students in their participation and progression in STEM disciplines. For this study, cultural identity was defined as the "reflection of identities in relation to gender, ethnic, and first-generation college status" [53].…”

Board 141: Work in progress: Investigating Historically Marginalized Group Disparities in Biomedical Engineering Entrepreneurially Minded Learning

“…Historically marginalized minorities (HRMs), including women and first-generation college students (FGCs), are underserved in upper-level education systems. The consequences of such systemic bias, including the unintentional usage of exclusive educational materials, have a particularly negative impact on the biomedical engineering field because education inclusivity and the patients to which the biomedical field serves are limited for HRMs [8].…”