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Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program

Author

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  • Shana L. McAlexander

    (Department of STEM Education, North Carolina State University, Raleigh, NC 27695, USA
    Department of Forest Biomaterials, North Carolina State University, Raleigh, NC 27695, USA)

  • Katherine McCance

    (Department of STEM Education, North Carolina State University, Raleigh, NC 27695, USA)

  • Margaret R. Blanchard

    (Department of STEM Education, North Carolina State University, Raleigh, NC 27695, USA)

  • Richard A. Venditti

    (Department of Forest Biomaterials, North Carolina State University, Raleigh, NC 27695, USA)

Abstract

Women and students of marginalized race/ethnicity continue to be underrepresented in many science and engineering fields, and access to special programs, mentors, and internships may influence awareness, intention, and persistence in STEM fields. This mixed-methods case study investigated the experiences, beliefs, and career intentions of thirteen undergraduate students from historically underrepresented groups in the United States as they engaged in a federally funded grant program, “Sustainable Futures”. The program consisted of online courses, workshops, and a summer internship, intended to increase awareness, interest, and diverse participation in bioeconomy-related industries. The expectancy-value theory of achievement motivation theoretical framework guided this investigation of students’ changes in beliefs about bioproducts, bioenergy, the bioeconomy, and their career intentions. Program courses helped students develop skills and knowledge and program internships inspired and reinforced their career directions. Following program activities, students expressed greater intention to pursue bioproduct/bioenergy-related careers and articulated their career intentions with greater specificity. This study provides insight into the viability of focused academic and professional development programs as a practical method to promote students’ awareness, beliefs, and intentions to participate in careers in a sustainable bioeconomy, particularly across diverse populations.

Suggested Citation

  • Shana L. McAlexander & Katherine McCance & Margaret R. Blanchard & Richard A. Venditti, 2022. "Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program," Sustainability, MDPI, vol. 14(3), pages 1-14, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1486-:d:735895
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    References listed on IDEAS

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    1. Akella, A.K. & Saini, R.P. & Sharma, M.P., 2009. "Social, economical and environmental impacts of renewable energy systems," Renewable Energy, Elsevier, vol. 34(2), pages 390-396.
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    1. Isaac Kofi Mensah & Muhammad Khalil Khan & Deborah Simon Mwakapesa, 2023. "Factors determining the entrepreneurial intentions among Chinese university students: the moderating impact of student internship motivation," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-15, December.
    2. Idiano D’Adamo & Massimo Gastaldi, 2023. "Perspectives and Challenges on Sustainability: Drivers, Opportunities and Policy Implications in Universities," Sustainability, MDPI, vol. 15(4), pages 1-6, February.
    3. Fashina Aladé & Alexis R. Lauricella & Yannik Kumar & Ellen Wartella, 2022. "Impact of Exposure to a Counter-Stereotypical STEM Television Program on Children’s Gender- and Race-Based STEM Occupational Schema," Sustainability, MDPI, vol. 14(9), pages 1-16, May.

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