Experience With Peers as a Source of Science Motivation for First-Generation Students

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-8 - College Enrollment and Experiences in STEM

Abstract

First generation students (FGS) are less likely to enroll and complete a science degree than their peers. This study assessed the contribution of peer experience to changes in FGS science motivation. The sample included 672 students (FGS = 161) enrolled in one of 58 introductory biology laboratory classrooms. Correlational analysis showed that changes in how students value their peers during science learning was significantly related to changes in FGS science motivation (r = .40, p < .05) but not for continuing generation students (CGS). This remained a key predictor when course performance, sex, minority status, subject interest, and other predictors were included in a regression model. Differences between predictors of FGS and CGS science motivation are also discussed.

Authors

• Joshua Premo, Utah Valley University

• William B. Davis, Washington State University - Pullman