Socioenvironmental Factors Shaping Persistence and Postsecondary Plans of Underrepresented Minority High School Students in STEM

• In Event: Factors Contributing to School Belonging and Adjustment in Ethnically Diverse Schools

Abstract

This research applies Social Cognitive Career Theory (SCCT) and Phenomenological Variant of Ecological Systems Theory (PVEST) to understand the variable persistence of racially underrepresented minority (URM) youth from a large urban district in STEM pathways. This study examines mesosystem and microsystem factors that shape high vs. low persistence in a year-long after-school algebra-for-engineering program, interest in STEM careers, and post-secondary plans. Qualitative data from three cohorts (n = 25) between 2021 and 2024 revealed three themes: High vs. Realistic Math Self-Efficacy, Coordinated Planning Clusters by School, and The Role of Mothers. The inductive investigation illuminates counterintuitive findings from SCCT studies with diverse demographic groups. Moreover, findings point to modifiable socioenvironmental factors relevant to stakeholders interested in supporting flourishing STEM ecosystems.

Author

• Alexis Daniels, Johns Hopkins University