STEM enrichment programs and graduate school matriculation: the role of science identity salience

• Published in: Social psychology of education Vol. 16; no. 4; pp. 575 - 597
• Main Authors: Merolla, David M., Serpe, Richard T.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-12-2013; Springer; Springer Nature B.V
• Subjects: Academic Achievement; College Admission; Curriculum Enrichment; Education; Enrichment Activities; Federal Programs; Grade Point Average; Graduate Students; Graduate studies; Learning Experience; Mentors; Minority students; Outcomes of Education; Personality and Social Psychology; Predictor Variables; Program Effectiveness; School enrollment; Science Education; Science Interests; Sciences education; Scientific Attitudes; Scientists; Social identity; Social Influences; Social networks; Sociology of Education; Statistical Analysis; STEM Education; Student Participation; Student Research; Undergraduate Students; Underrepresented minorities; Graduate school matriculation; Science identity; STEM enrichment programs
• ISSN: 1381-2890; 1573-1928
• DOI: 10.1007/s11218-013-9233-7

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.