Michael M. Chemers interviews Alma Martinez

Chemers, Michael M.; Martinez, A Rodriguez

doi:10.4324/9781003225911-3

Cited by 1 publication

(1 citation statement)

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“…Respondents selected the extent to which they agreed with items such as: “I am excited about the idea of scientific research”. Scientific Self-Efficacy (Chemers, 2006) was a 14-item scale in which respondents marked their confidence in items such as: “Use technical science skills”.…”

Section: Methodsmentioning

confidence: 99%

Understanding Who Stays in a STEM Scholar Program for Underrepresented Students: High-Achieving Scholars and Short-Term Program Retention

Oseguera

Rios

Park

et al. 2020

Journal of College Student Retention: Research, Theory & Pr

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This study highlights program retention among Science, Technology, Engineering, and Mathematics (STEM) students in a STEM Intervention Program (SIP) aimed at increasing the representation of underrepresented students in STEM fields. We applied London et al.’s STEM Engagement Framework to determine factors that distinguish who stays in a SIP and who leaves within the first two years of the program. Our sample was comprised of 129 high-achieving students enrolled in a multicomponent program at a large, research-intensive university in the mid-Atlantic. Our results suggest that identifying as a woman or gender non-conforming scholar, having a strong scientific identity, or reporting lower depressive symptoms, increase the likelihood of remaining in the SIP.

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Section: Methodsmentioning

confidence: 99%