Scholars across disciplines and throughout PK-20 education have argued that color-blind ideology works to perpetuate racial inequities in education via policies, research, curriculum, instruction, and student-teacher interactions. This study explores an underexamined issue in relation to color-blind ideology in STEM education. Specifically, it…

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the…

Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the…

Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional…

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value…

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM…

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority-serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded,…

Representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States. Although there have been some strides toward more diverse representation, significant problems of underrepresentation remain in particular STEM fields: physical sciences, engineering, math, and computer…

Our longitudinal study unpacks how an informal summer science and mathematics enrichment program influenced the educational pathways of four first-generation college-bound students. Through the lens of identity-in-practice and navigations, we explore their figured worlds of science, positioning and authoring of self in science as they applied to…

Although studies claim increases in underrepresented populations choosing STEM majors, barriers to retention, and higher education degree completion in STEM still exist. This study examined efforts of a prominent technical university to attract and retain urban high school graduates through a tuition scholarship program. We sought to determine the…

In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from groups underrepresented in the sciences, to feel ready to apply to a doctoral program in the biomedical…

Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, this study investigates differences between STEM and non-STEM students at the end of college on the values they place on helping to create a more equitable society. Findings show…

This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 "The Freshman Survey" (TFS) and 2008 "College Senior Survey" (CSS). The sample…