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Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change

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  • Juan C. Garibay

    (University of Virginia)

Abstract

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.

Suggested Citation

  • Juan C. Garibay, 2018. "Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(3), pages 349-381, May.
    • Handle: RePEc:spr:reihed:v:59:y:2018:i:3:d:10.1007_s11162-017-9470-2
    DOI: 10.1007/s11162-017-9470-2
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    References listed on IDEAS

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    1. Paul D. Allison, 2000. "Multiple Imputation for Missing Data," Sociological Methods & Research, , vol. 28(3), pages 301-309, February.
    2. Shirley Vincent & Will Focht, 2011. "Interdisciplinary environmental education: elements of field identity and curriculum design," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(1), pages 14-35, March.
    3. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
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    Cited by:

    1. Julie J. Park & Young K. Kim & Cinthya Salazar & Shannon Hayes, 2020. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(3), pages 330-356, May.
    2. Julie J. Park & Young K. Kim & Kristyn Lue & Roshan M. Parikh, 2022. "What’s Next? Soon-to-be STEM Graduates on Their Post-graduate Plans," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1343-1367, December.

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