stem attrition and identity - university of arizonageillan/research/stem_attrition.pdf ·...

IntroductionTheoretical Framework

MethodsResults

ImplicationsReferences

STEM Attrition and Identity

Geillan Aly

LRC 605

May 4, 2010

Geillan Aly STEM Attrition and Identity

MethodsResults

Introduction

There is a great need to increase the number of scientists in thiscountry:

Eliminate the current environmental crisis.

Reduce reliance on fossil fuels.

Remain a leader in scientific advances.

Maintain status as an economic leader in the world.

MethodsResults

The Demographic Argument

Projected US Population, 2010 Employed ScientistsEngineers, 2006

Source: US Census, 2000 Source: NSF

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The Demographic Argument

Projected US Population, 2050 Employed ScientistsEngineers, 2006

Source: US Census, 2000 Source: NSF

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Identity and STEM Majors

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James Gee (2000-2001)

Four perspectives on identity that recognizes a “certain type ofperson”:

Nature “I have the ability to succeed in a STEM major.”

Institution “I was accepted as an engineering major.”

Discourse “My professor tells me I’m a good computerscientist.”

Affinity “I hang out with other math majors.”

MethodsResults

James Gee (2000-2001)

MethodsResults

James Gee (2000-2001)

MethodsResults

James Gee (2000-2001)

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Anna Sfard & Anna Prusak (2005)

Identity defined as stories about persons. Three types of narrative:

First-person A AC I tell you I am a physics major.

Second-person BAA My professor tells me I am a goodstudent.

Third-person BAC My professor tells you I will not succeed inOptics.

MethodsResults

General Attrition Factors for STEM Majors

Lack of appropriate High School preparation. Tyson et al.(2007), Seymour and Hewitt (1997), Bonous-Hammarth (2000)

Lack / loss of interest in science, attraction to a non-SME major.Seymour and Hewitt (1997)

Poor teaching by SME faculty. Inexperienced instructors in lowerlevel courses. Seymour and Hewitt (1997)

Feeling overwhelmed by curriculum. Seymour and Hewitt (1997)

Weeding out courses. Seymour and Hewitt (1997)

MethodsResults

Women and STEM

Lack of emphasis on applications of programming (CS) tomore practical scenarios. Liu and Blanc (1996)

Mathematics requirements a barrier to success in CS. Liu and Blanc(1996)

Women have stronger implicit negative attitudes toward math /science (Irrespective of being a STEM major). Nosek et al. (2002)

MethodsResults

Women and STEM

MethodsResults

Women and STEM

MethodsResults

Minorities and STEM

Level of activism: minority SME majors - low activismbehavior; minority non-SME majors - high activism behavior.Bonous-Hammarth (2000)

Mathematics requirement a barrier success in their major.Bonsangue (2005)

Inaccurate or unhelpful advising. Bonsangue (2005)

Problems associated with isolation / sense of alienation. Bonsangue(2005), Cole and Espinoza (2008)

Financial support. Bonsangue (2005)

Cultural congruity (interacting with other racial / ethnic groups). Coleand Espinoza (2008)

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Minorities and STEM

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Minorities and STEM

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Minorities and STEM

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Minorities and STEM

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Minorities and STEM

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Research Question

How does identity influence leavers of STEM majors?

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Sample

4 students recruited for in-depth semi-structured interviews.

Declared STEM major, currently enrolled at the U of A.

Audio recording of each interview, 6 hours of audio data.

Subjects filled out survey (demographic information, ratedreasons for leaving STEM).

MethodsResults

Case Study: Shelly

33 yo, white female

Originally: CS Major, 1994, Tier 3 East Coast Institution.

Dropped out of college because was unhappy in major.Worked in science heavy industries (aviation, softwaredevelopment, wanted to develop skills / further her career).

Currently: MIS Major

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Case Study: Shelly

33 yo, white female

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Case Study: Shelly

33 yo, white female

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Case Study: Shelly

33 yo, white female

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Top reasons for leaving Computer Science

My professors and/or TA’s made me feel that I would notsucceed in this field. (affinity, discourse, second-personnarrative)

I did not feel I belonged in my science field. (affinity)

I did not feel comfortable approaching my professors when Ihad a question. (affinity, first-person narrative)

My professors / TA’s had poor teaching skills.

MethodsResults

Shelly’s experience in a STEM classroom

SH: The classes were predominately male and the teachersweren’t very open to questions... was just talked down to quitea bit in the class when you did try to participate in the class...

GA: Was that you, or just any student?

SH: Mostly me. You know. I was... most of the people in the classwere in their 30’s, and at the time I was, ... 20, 21, 22 ... and Iwas the only girl in there and it was kind of like a boy’s club.

MethodsResults

Shelly years later

SH: Aviation has a lot of the same thing as far as like women notbeing accepted into it and everything. You do run into a lot ofthat there as well. But, ummm but at the point that I changedto aviation, I was starting to get a little bit older and more stub-born in holding my ground a little bit more. I can’t tell you howmany times I’ve had guys tell me that I didn’t belong there andwomen shouldn’t be sticking their nose in there or whateverand I just gave it right back to them. It didn’t affect me nearlyas much as it did when I was in school. [younger]

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Implications for Further Study

Incorporate identity studies to study habits of STEM majors.

Further studies will justify maintaining or expanding fundingfor minority and women science associations and groups,WISE, Black Scientists Association, AWM, SACNAS

How does the mathematics identity of a student influencewhat they will study?

How is a leaver identified by the professors of their former /current subject?

MethodsResults

References I

Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities forscience, mathematics, and engineering majors. Journal of Negro Education,69(1/2):92–111.

Bonsangue, M. V. (2005). Factors affecting the completion of undergraduatedegrees in science, engineering, and mathematics for underrepresentedminority students: The senior bulge study. MAA Notes, 49.

Cole, D. and Espinoza, A. (2008). Examining the academic success of latinostudents in science technology engineering and mathematics (stem) majors.Journal of College Student Retention, 49(4):285–300.

Gee, J. (2000-2001). Identity as an analytic lens for research in education.Review of Research in Education., 25:99–125.

Liu, M.-L. and Blanc, L. (1996). On the retention of female computer sciencestudents. SIGCSE bulletin, 28(1):32–36.

MethodsResults

References II

Nosek, B. A., Banaji, M. R., and Greenwald, A. G. (2002). Math = male, me =female, therefore math m̄e. Journal of Personality and Social Psychology,83(1):44–59.

NSF (2000). Women, minorities and persons with disabilities in science andengineering. National Science Foundation, Arlington, VA.

Seymour, E. and Hewitt, N. M. (1997). Talking About Leaving: WhyUndergraduates Leave the Sciences. Westview Press, Oxford.

Sfard, A. and Prusak, A. (2005). Telling identities: In search of an analytic tool forinvestigating learning as a culturally shaped activity. Educational Researcher,34(4):14–22.

Tyson, W., Lee, R., Borman, K. M., and Hanson, M. A. (2007). Science,technology, engineering, and mathematics (stem) pathways: High schoolscience and math coursework and postsecondary degree attainment. Journalof Education for Students Placed At Risk, 2(3):243–270.

MethodsResults

References III

U.S.Government (2008). Table 6. percent of the projected population by race andhispanic origin for the united states: 2010 to 2050 (np2008-t6). Technicalreport, U.S. Census Bureau Population Division.

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