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Race Influences Student Experience in STEM Courses
Author(s) -
Johnson Kathryn M.S.,
Mantimoonga
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.553.4
Subject(s) - liberal arts education , underrepresented minority , focus group , psychology , inclusion (mineral) , mathematics education , medical education , higher education , medicine , social psychology , sociology , political science , anthropology , law
The rapid diversification of student populations necessitates assessment of teaching practices to ensure success and equity for all students. At a small residential liberal arts college in the Midwest, persistence in science, technology, engineering, and mathematics (STEM) courses is >90%, with no difference in all‐college STEM persistence and persistence in STEM of students from traditionally underrepresented (UR) groups. However, although there is no significant difference in student persistence through STEM courses, it is unclear if students belonging to UR groups and White students are having similar and equitable experiences of inclusion and success inside and beyond the STEM classroom. To assess the effect of race on student experience in STEM courses, current students (n=20, 10 UR, 10 White) were grouped by race (UR or White) and number of STEM courses completed at the institution (1 or 4+), and participated in one of four student‐facilitated student focus groups (UR1, UR4+, White1, White4+). During the focus groups, trained and experienced student facilitators asked a series of questions relating to students’ strategies for success when struggling in STEM courses, perception of support from STEM faculty and other students, how aspects of a student's social identity have affected their experiences, and ideas for an inclusive and equitable STEM environment. Upon analysis of the responses, clear differences emerged between White and UR students. While White students who had completed only one STEM course indicated that they had never contemplated dropping the course, students belonging to UR groups reported having strongly considered dropping their STEM course. When students who had completed at least four STEM courses were asked, “What do you do when you are struggling in a STEM course?”, White students had a variety of responses, but most replied that they would form study groups. Students from UR groups indicated that if they do ask for help, they are most likely to go to the professor for assistance. However, when the same group of UR students were asked if they ever felt unwelcome or unsupported in a STEM course, their responses focused on difficulties communicating with professors. Although students belonging to UR groups are persisting at a similar rate as all students, the results of these focus groups provide evidence of important differences in those students’ STEM experiences. Support or Funding Information This research was supported by the Beloit College Office of the Provost and Dean of the College.