STEM PERSISTENCE AND THE DOUBLE BIND: INSTITUTIONAL FACTORS THAT CONTRIBUTE TO STEM SUCCESS

Abstract

This study investigated the complex relationship between women’s attributes, collegiate experiences, and STEM cultural ideology, all of which significantly impact STEM persistence. This study specifically addressed the disparities between Black and White women pursuing undergraduate STEM degrees across diverse institutions in the United States. Furthermore, it explored how institution type and collegiate experiences influenced STEM persistence among women pursuing STEM undergraduate degrees.

Multiple methods were used to collect and analyze the data. Results of statistical analyses revealed significant differences in collegiate interpersonal relationships, institutional influences, and STEM cultural ideology experienced by Black women and White women, echoing the prevailing trends in existing research. Further, significant differences in collegiate interpersonal relationships and institutional influences were observed between public and private institutions, with no significant differences between universities and four-year institutions or between historically Black colleges and universities and their non-historically Black counterparts. Finally, the results of statistical analyses for the sample revealed that STEM cultural ideology was the only predictor that influenced STEM persistence, while race/ethnicity, women’s attributes, interpersonal relationships, and institutional influences did not. These findings challenge much of the available literature and suggest that STEM persistence may be influenced by additional factors not accounted for in this study. As such, further research is necessary to gain a comprehensive understanding of the contributors to STEM persistence for Black and White women in STEM undergraduate programs of study.