Deciphering the Reciprocal Relationship Between Social Influence and STEM Integration in a STEM Intervention Program (Poster 18)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Division J: Assessing College Student Success and Impact Poster Session

Abstract

This study explores the intricate dynamics between social influence and STEM integration among students in the STEM Scholars Program (SSP). Leveraging a four-year longitudinal dataset, this study examines the reciprocal relationships among students’ perceived influence from social influence agents (i.e., faculty, academic advisors, administrators, parent/family), social influence processes (i.e., scientific self-efficacy, identity, program values) and STEM integration over college years. The potential impact of gender, underrepresented racial/ethnic minoritized (URM) status, and first-generation status on these relationships is also examined. The findings aim to illuminate the multifaceted role of SSP agents in fostering STEM integration, thereby guiding the refinement of STEM educational practices and policies to foster greater diversity and inclusion within the field.

Authors

• Tong Li, Pennsylvania State University

• Leticia Oseguera, Pennsylvania State University