Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

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dc.contributor.authorTalley, Kimberly Grau
dc.contributor.authorMartinez Ortiz, Araceli
dc.creator.orcidhttps://orcid.org/0000-0002-3375-1519en_US
dc.date.accessioned2023-09-13T14:58:57Z
dc.date.available2023-09-13T14:58:57Z
dc.date.issued2017-03-30
dc.description.abstractBackground: The constructs of interest and motivation are often identified as factors that contribute to the persistence of undergraduate college women in physics, mathematics, engineering, engineering technology, and computer science. A review of the literature regarding interest development and motivation as related to women as science, technology, engineering and mathematics (STEM) learners in diverse communities is presented. The goal of this study was to gain a deeper understanding of the experiences women credited for influencing the development of their career interest goals and the sources of motivation they attribute to success in their academic course outcomes in their fields of study. Results: A mixed methods research approach was used to collect student perceptions related to interest and motivation by collecting data through the use of questionnaires and conducting focus groups. Results indicated that students identify early participation in STEM activities and family socializing behavior as ones that contributed the most towards influencing their interest in STEM and motivated them to persist in their studies and pathways as future STEM professionals. Conclusions: This study is unique in that the participant groups included a substantial representation of Latina and African American women’s voices as relayed through the collected quantitative data as well as through the use of focus groups that encouraged women to freely identify experiences they felt contributed to their persistence success. These women identify interest development at various points in their lives as affected by family and school experiences, and family support was identified as having greater importance in their decision to persist.en_US
dc.description.departmentBiomedical Engineering and Chemical Engineeringen_US
dc.description.departmentInterdisciplinary Learning and Teaching
dc.description.departmentEngineering Education
dc.description.sponsorshipNational Science Foundationen_US
dc.identifier.citationTalley, K. G., & Martinez Ortiz, A. (2017). Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution. International Journal of STEM Education, 4(1). doi:10.1186/s40594-017-0059-2en_US
dc.identifier.issn2196-7822
dc.identifier.otherhttps://doi.org/10.1186/s40594-017-0059-2
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2039
dc.language.isoen_USen_US
dc.publisherSpringerOpenen_US
dc.relation.ispartofseriesInternational Journal of STEM Education;4(1)
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectwomen in STEMen_US
dc.subjectSTEM fields of studyen_US
dc.subjectinteresten_US
dc.subjectmotivationen_US
dc.subjectundergraduate persistenceen_US
dc.subjectLatinaen_US
dc.subjectHispanicen_US
dc.subjectAfrican Americanen_US
dc.subjectcollege studentsen_US
dc.titleWomen’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institutionen_US
dc.typeArticleen_US

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