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Environmental Support, Learning Experiences, Self-Efficacy, and Women's Persistence in Undergraduate STEM Majors (Poster 27)
In Event: AERA Poster Session Fifteen
In Poster Session: The Student Experience Through Interventions
Abstract
This study examined undergraduate female students’ persistence in their STEM majors, and investigated if past learning experiences and environmental support were associated with females’ STEM persistence via the mediating effects of academic self-efficacy. Based on a large-scale nationally representative database (ELS:2002), results suggested that female students were more likely to leave their STEM majors than male students. Also, academic self-efficacy was a significant predictor and mediator for women’s STEM persistence, whereas not for men. The findings in this study highlighted the important role of self-efficacy for women, which may be useful for schools and educators to improve women’s persistence in STEM fields.