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The Role of Identity Development, Values, and Costs in College STEM Retention

The Role of Identity Development, Values, and Costs in College STEM Retention. Authors: Tony Perez, Jennifer G. Cromley , and Avi Kaplan Temple University Oral Report 1 Michelle Ware. Introduction: Need.

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The Role of Identity Development, Values, and Costs in College STEM Retention

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  1. The Role of Identity Development, Values, and Costs in College STEM Retention Authors: Tony Perez, Jennifer G. Cromley, and Avi Kaplan Temple University Oral Report 1 Michelle Ware

  2. Introduction: Need • Expectancy-value theory (Eccles,1983) provides a framework for the link between achievement motivation and choice behavior • Competence beliefs and values have been found to be factors in achievement motivation and choice behavior in STEM subjects (Chow, Eccles, & Salmela-Aro, 2012) • Past research has lacked in exploring the development of competence beliefs and values as well as in examining the “cost” of pursuing STEM disciplines.

  3. Introduction: Purpose • What role does identity development play in students’ motivational beliefs and retention intentions? • Does perceived cost contribute to students’ retention intentions above and beyond values and competence beliefs? • What role do motivational beliefs play in chemistry grades and retention intentions over a semester? • Do different kinds of perceived cost contribute differentially to students’ retention intentions?

  4. Sample • Participants (N = 363) at a large, urban university • Enrolled in a Chemistry 2 Lab Course • Freshman (62%) and Sophomores (21%) • 45% Caucasian, 56% (Asian, African American, Indian Subcontinent, Middle Eastern, Hispanic/Latino, other races, and mixed races) • 96.5% either were STEM majors (e.g., biology, chemistry), on a STEM track (e.g., pre-med, pre- pharmacy), or intended to declare a STEM major

  5. Method • Single-semester longitudinal design • 15-week semester • Online surveys were administered (2ndand 8thweek) • Competence beliefs • Values • Self-perceived cost • Foreclosed & Achieved Identity • Students self-reported their chemistry exam grades and intentions to leave STEM (5thand 13thweek)

  6. Results: Question 1 & 2 What role does identity development play in students’ motivational beliefs and retention intentions? Does perceived cost contribute to students’ retention intentions above and beyond values and competence beliefs?

  7. Results

  8. Results

  9. Results: Question 3 What role do motivational beliefs play in chemistry grades and retention intentions over a semester?

  10. Results

  11. Results: Question 4 Do different kinds of perceived cost contribute differentially to students’ retention intentions?

  12. Results

  13. Results: Conclusion • Differences in motivation between students who have explored their career identity and those who have not • Performance in chemistry may effect motivation in STEM over the course of a semester • Perception of cost required to be successful in STEM can play an important role in students’ decisions to leave STEM.

  14. Results: Limitations • Only assessing performance in for chemistry • Causal relationships were unable to be confirmed between motivation and identity • Foreclosed identity may not accurately reflect the commitments of the students

  15. Results: Implications • Future research needs to further examine the role of cost in academic choice of STEM majors • Impact chemistry may have on the motivation of STEM majors • Re-examine influence on STEM retention efforts.

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