Table 1. Selected Research on Science, Technology, engineering, and Mathematics (STEM) Participation and Attainment in Underrepresented Groups.
| Focus of Study | Source | Finding |
|---|---|---|
| Culture and Associated Values | ||
| Cultural identity and STEM-related perceptions | Byars-Winston et al. (2010); V. O'Brien et al. (1999) | Intercultural comfort and ethnic identity positively related to academic STEM self-efficacy beliefs |
| Competition versus cooperation | Diekman et al. (2010, 2011); Girl Scout Research Institute (2012); Seymour & Hewitt (1997) | Competition turns some racial/ethnic minority groups off from STEM; cooperation and creativity turn them on to STEM |
| Lack of cultural fit | Barton et al. (2013); Malone & Barabino (2009); Tate & Linn (2005) | Differential status necessitates “identity work” |
| STEM identity ↔ cultural identity | Carlone & Johnson (2007); Ong (2005) | Identities in conflict; STEM recognition versus recognition as racial/ethnic minority, woman |
| Culture-blind attitudes in STEM | Johnson et al. (2011); Moss-Racusin et al. (2012) | Gender differences in bias against women in STEM; challenge in addressing implicit biases |
| View of STEM as community-relevant | Lewis & Collins (2001); Margolis & Fisher (2000) | Seeing STEM as a vehicle to make a social contribution can increase racial/ethnic minority groups' interest in STEM |
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| ||
| Environmental and Contextual Factors | ||
| “Chilly climate” in STEM | Cabrera et al. (2001) | Low sense of belonging |
| Perceived discrimination; microaggressions | Brown et al. (2005) | Alienation; lower graduation rates (engineering) |
| Stereotype threat | Byars-Winston, Coover, et al. (2013); Good et al. (2008); Hurtado et al. (2009) | Motivated to “prove” STEM competence, disprove stereotypes about racial/ethnic minorities and women in STEM |
| Numerical under-representation in context | Harper (2010); Ong (2001) | Negotiation of “onlyness”; visibility for minority status, invisibility for STEM status |
| Perception of opportunity (in class, in labs, to be mentored) | AAUW (2010); Girl Scout Research Institute (2012) | Perceived barriers (working twice as hard to be taken seriously), differential access to resources, supports |
Note. AAUW = American Association of University Women.