Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, (STEM) degree choice. Related, students' during academic difficulty are increasingly studied in educational psychology, suggesting a link between such task persistence. Despite interest examining the disparities STEM, these concepts have not been considered tandem. In this manuscript, we investigate how perceived under challenge-in particular domains-influences entry into...

Although important strides toward gender parity have been made in several scientific fields, women remain underrepresented the physical sciences, engineering, mathematics, and computer sciences (PEMCs). This study examines effects of adolescents' subjective orientations, course taking, academic performance on likelihood majoring PEMC college. Results indicate that racial-ethnic underrepresentation science, technology, mathematics (STEM) fields are interrelated should be examined with...

Although gender parity has been achieved in some STEM fields, disparities persist computing, one of the fastest-growing and highest-earning career fields. In this systematic literature review, we expand upon academic momentum theory to categorize computing interventions intended make environments more inclusive girls women consider how those characteristics vary by success intervention. Particular attention is given efficacy broadening participation for computer science, information...

Abstract Purpose of the study Previous literature has examined relationship between high school students’ postsecondary STEM major choices and their prior interest perceived ability in mathematics. Yet, we have limited understanding whether how science mathematics jointly affect choices. Results Using most recent nationally representative longitudinal cohort U.S. secondary students, examine degree to which mathematical scientific abilities interests predict choices, employing logistic...

Is there a relationship between mathematics ability beliefs and STEM degrees? Fields such as physics, engineering, mathematics, computer science (PEMC) are thought to require talent or brilliance. However, the potential effects of difficulty perceptions on students’ participation in have yet be examined using gender race/ethnicity intersectional lens. Using nationally representative U.S. longitudinal data, we measure racial/ethnic variation secondary orientation towards difficulty. We...

Background/Context Schools have attempted to address stratification in black and Latino students’ access higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential improving the effectiveness of support mechanisms understanding why they insufficient: how students experience reforms. Purpose How can context schools keep underrepresented minority track transition college? This study...

While the underrepresentation of women in fast-growing STEM field computer science (CS) has been much studied, no consensus exists on key factors influencing this widening gender gap. Possible suspects include differences aptitude, interest, and academic environment. Our study contributes to literature by applying student engagement research experiences college students studying CS, assess degree which men women's may help account for inequity field. Specifically, we use Experience Sampling...

Studies of gender gaps in science, technology, engineering, and mathematics (STEM) higher education have rarely considered 2-year colleges, despite the fact that most enrollees are women. Situated an interdisciplinary literature on inequality students' pathways to STEM education, this study used Beginning Postsecondary Students:2004/2009 nationally representative panel data 5,210 undergraduate students. The primary research question posed was: How does initial college type influence gap...

Abstract In this research paper, we contribute to extensive that suggests hostile racialized and gendered engineering climates can negatively affect students of color women, as they often experience racial microaggressions, stereotype threat, isolation, exclusion, feelings not belonging. Research providing historically marginalized underrepresented with opportunities develop their identity may improve sense belonging confidence in skills abilities, especially when coupled structured support...

Abstract Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, self-efficacy) of five steps model Notice, Interpret, Accept, Know, Act) to address racial microaggressions in a sample 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that disengagement was significantly negatively related each step for White students, but students color,...

Women remain problematically underrepresented in computing fields. Guided by the STEM momentum framework, we leverage Florida administrative data to investigate relationship between community college students’ gender, advanced high school course work, and their pathways postsecondary degrees. We find coursework functions differently gender field. Notably, completing courses mathematics especially promote women’s selection of majors completion Implications for offerings are discussed with...

Abstract This chapter synthesizes research on women in STEM undergraduate fields and aims to sharpen our empirical theoretical frameworks for future higher education research. Institutional implications are discussed here throughout the volume.

This essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized youth. Self-authorship situates broader process beyond Our modified framework—conociéndose y...

We outline our evolution as Latina, Asian, and White women sociologists using a social justice lens while studying transitions to college among youth of color. During graduate training early academic careers, we felt pushed center "mainstream" theories, which often failed account for the power struggles intersectional oppression reading empirical investigations uncovered. Guidance from mentors, peer reviewers, senior scholars in fields left us feeling ideas were invalid marginalized. detail...

Abstract This chapter leverages STEM‐focused Integrated Postsecondary Data System (IPEDS) data to investigate the consequences of chilly institutional climates across types, with particular attention implications for institutions and researchers. Further, we synthesize literature, findings, recommendations volume offer actionable suggestions researchers, policy makers, administrators, faculty.