Women's Experiences in the Stem Community College Transfer Pathway

Abstract

The experiences of women using the community college transfer pathway to earn four-year degrees in science, technology, engineering, and math (STEM) fields have not been studied extensively. This study examined the experiences of thirty women (67% first-generation college students, 23% ethnic minority students) pursuing STEM degrees; they were interviewed once while finishing at community college and again one semester later. The results illustrate facilitators at the community college, including inspirational professors, effective transfer advising, academic resources, and flexible work schedules, and barriers resulting from ineffective initial advising. After transferring to a four-year institution, the majority of women persisted in STEM majors despite many barriers, such as negative course experiences, poor advising, and limited finances. Finding a helpful professor or advisor and cotransfer support boosted belongingness and contributed to persistence. Two students switched to non-STEM fields, while two students withdrew from the four-year school completely; these students faced significant financial barriers and did not find a helpful professor or advisor in a STEM field. Finally, four students delayed their transfer, primarily due to financial reasons and family responsibilities. Implications for future research and practice are discussed.

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

“…These kinds of learning styles are still unpopular with many CS instructors who are often characterized as less supportive than instructors in other disciplines (Barker, Garvin-Doxas, & Jackson, 2002). STEM instructors, in general, tend to be more authoritarian and lecture-oriented than instructors outside of STEM, which is to their students' disadvantage (Astin & Astin, 1992), and increases the likelihood that they will leave STEM (Packard, Gagnon, LaBelle, Jeffers, & Lynn, 2011;Seymour & Hewitt, 1994). For example, students in general, but especially females, are more likely to drop out of a physics course taught in the traditional lecture style rather than a mixed style (Fencl & Scheel, 2006).…”

Advising and Progress in the Community College STEM Transfer Pathway

“…Furthermore, the few men who earn associate's degrees in STEM fields outnumber women by a ratio of three to one (National Science Foundation, 2006). In fact, women earn 500,000 associate's degrees per year, but only 5% of those degrees are in a STEM field (Hardy & Katsinas, 2010;Packard, Gagnon, LaBelle, Jeffers, & Lynn, 2011).…”

Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

“…In a study conducted by Packard, Gagnon, LaBelle, Jeffers, and Lynn (2011), 30 female STEM students were interviewed during their last semester at a community college before transferring to a 4-year institution. Of these 30 women, most of them reported positive feelings.…”