Relations Among Undergraduate Enrichment Experiences, Science Identity, and Persistence in Science Fields

• In Event: Promoting Postsecondary Engagement, Persistence, and Participation

Abstract

Less than half of students who pursue a STEM major graduate with a STEM degree. Undergraduate enrichment experiences (UEEs), such as research, internships, and job shadowing, are a primary strategy for universities to support STEM persistence. Drawing on expectancy-value and interest theories, this study expands prior research on UEEs by examining the longitudinal relations between science identity and multiple types of science UEEs (research and non-research, programmatic and non-programmatic) over time, as well as their role in predicting long-term, post-college persistence in science fields. Results showed that participation in UEEs was indicative of individuals enacting their science identities. Earlier non-research UEEs and later research UEEs were related to long-term persistence, suggesting the importance of both type and timing of UEEs.

Authors

• Stacy J. Priniski, Michigan State University

• Tony Perez, Old Dominion University

• Garam Lee, Michigan State University

• Goun Choi, Michigan State University

• Kendra Hall, Old Dominion University

• Lisa Linnenbrink-Garcia, Michigan State University