STEM Stories: Fostering STEM Persistence for Underrepresented Minority Students Attending Predominantly White Institutions

Autor/inn/en	Jehangir, Rashné R.; Stebleton, Michael J.; Collins, Kelly
Titel	STEM Stories: Fostering STEM Persistence for Underrepresented Minority Students Attending Predominantly White Institutions
Quelle	In: Journal of Career Development, 50 (2023) 1, S.87-103 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jehangir, Rashné R.) ORCID (Stebleton, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/08948453211073706
Schlagwörter	STEM Education; Academic Persistence; Disproportionate Representation; Minority Group Students; Predominantly White Institutions; Student Experience; Teacher Student Relationship; Mentors; Student Attitudes; Career Pathways + Suchen Sie Ihr Suchwort? STEM; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten
Abstract	Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01