Looking beyond college: STEM college seniors on entering the workforce and the impact of race and gender.

Abstract

While a strong literature base exists around undergraduate experiences in Science, Technology, Engineering, and Math (STEM), few studies examine how students approach the question of “what’s next” after graduation. This study examines the impact of social ties on STEM college seniors’ plans to enter the STEM workforce, and how race/ethnicity and gender impact postgraduation planning in STEM. We interviewed a racially diverse sample of 39 STEM college seniors at a predominantly White research institution. Analysis showed that students relied on weak and strong social ties in obtaining job leads and valued diversity in the workplace. Some students of color and women experienced negative social ties (via racism and sexism) during internship experiences, which shaped their thinking around postgraduate opportunities. We discuss implications for equity, as well as recommendations for research and practice.

“Do I even belong?”: Internships as gendered career socialization experiences in engineering.

“…Thus, participants’ (and salient others’) behaviors were shaped by their meaning making of the environment and social identities of those around them, especially based on gender, race/ethnicity, and age. Consistent with prior research, shared identities provided a sense of comfort and connection (Lapan & Smith, 2023; Park et al, 2022; Smith & Gayles, 2018). In particular, participants appreciated having access to women managers and colleagues, as gender served as an easy talking point.…”

“…While engineering graduates are more likely than other STEM graduates to enter related careers (Sassler et al, 2017), not all engineering majors build careers in engineering. Broadly, STEM undergraduates’ career trajectories are shaped by many factors, including strong (e.g., family and peer) and weak social ties (e.g., relationships from conferences and the career center; Park et al, 2022). Specific to internships, Park et al (2022) found that same-race and/or same-gender mentors in STEM internships served as possibility models and sources of affirmation for women and Students of Color.…”

“…Broadly, STEM undergraduates’ career trajectories are shaped by many factors, including strong (e.g., family and peer) and weak social ties (e.g., relationships from conferences and the career center; Park et al, 2022). Specific to internships, Park et al (2022) found that same-race and/or same-gender mentors in STEM internships served as possibility models and sources of affirmation for women and Students of Color. Yet, consistent with Amelink and Creamer (2010), Park and colleagues found that undergraduate women who encountered sexism, gendered stereotypes, or negative peer interactions in STEM lost interest in continuing within these hostile environments.…”

“…Leaders with privileged social identities may make assumptions about how company systems and policies serve employees, perhaps overlooking disparities—whether incidentally or purposefully—that impede adjustment and perpetuate minoritization. Company leaders and mentors who share one or more of participants’ identities not only serve as valuable social models shaping women’s perceptions of engineering industries, companies, and their own futures in these environments (Park et al, 2022; Smith & Gayles, 2018). Leadership programs for women, and especially for Women of Color, can serve to facilitate gender and racial/ethnic diversity across the company and provide opportunities for advancement, a key predictor of women’s retention in engineering (Fouad et al, 2016; Hunt, 2016; Singh et al, 2013).…”

Culturally responsive mentoring: A psychosociocultural perspective on sustaining students of color career aspirations in science, technology, engineering, and mathematics (STEM).

“…As SOCs enter the STEM workforce, culture continues to shape their experiences and departure from STEM. For example, Park et al (2022) highlight how STEM SOCs experience racism and sexism during internships and show them which jobs and environments to avoid upon entering the workforce. Similarly, Strayhorn and Johnson (2016) find that SOCs are often ignored, overlooked, and assigned menial tasks during internships exposing students early on to the STEM workforce culture.…”