June 15, 2019
June 15, 2019
June 19, 2019
Minorities in Engineering
This study seeks to understand whether race and gender identities influence commitment to STEM (Science, Technology, Engineering, Math) majors. The research was conducted at the University of Central Florida. The participants in this study are undergraduate students in the Career Advancement Mentoring Program for Young Entrepreneurs and Scholars (CAMP-YES) Program. All students were invited to participate in an online survey study. Out of the 124 students, 32 participated in the study yielding a response rate of 25.8%, and 27 with complete responses. The survey was comprised of three constructs adapted from previously validated surveys measuring a) social identity on the Social Identity and Personal Identity Scale (SIPI) ; b) types of motivation on the Academic Motivation Scale (AMS) ; and c) temporal fluctuations in self-esteem on the State Self Esteem Scale (SSES) . Data were analyzed using the Mann-Whitney U test on nine scales with three demographics comparing ethnicity (majority vs. underrepresented minorities), gender (male vs. female), and first-in-family to pursue a bachelor’s degree (first generation vs. non-first generation). Preliminary results suggest that female students’ motivation for four sub-constructs on the AMS were significantly higher their male counterparts. Female (Median=4.38 s=.55) motivation to accomplish things was significantly higher (p=.016) than male (Median=3.25 s=.93). Female (Median=3.63 s=.69) motivation from stimulating experiences was significantly higher (p=.029) than male (Median=2.75 s=1.02). Female (Median=4.75 s=.68) motivation for internalizing reasons for actions was significantly higher (p=.022) than male (Median=3.75 s=.82). Female (Median=4.38 s=.62) motivation for valuing a behavior was significantly higher (p=.039) than male (M=3.5 s=.98). On the SIPI scale, preliminary results suggest that underrepresented students (Median=3.38 s=.54) had significantly higher (p=.007) social identity than the majority (Median=2.69 s=.78). No significant results were found for total SSES or social self-esteem tested by any of the three demographics. The findings from this study contribute to the understanding of how the cultural self may promote or hinder participation and progression in STEM for undergraduate students in group settings.
Villalobos, J. C., & Nair, U. K., & Massi, L., & Straney, R. (2019, June), Identity, Self-Esteem, and Academic Motivation: An Analysis of Effects on Underrepresented STEM Majors Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32916
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