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A Descriptive Study of Race and Gender Differences in How Instructional Style and Perceived Professor Care Influence Decisions to Major in STEM

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Title: A Descriptive Study of Race and Gender Differences in How Instructional Style and Perceived Professor Care Influence Decisions to Major in STEM
Language: English
Authors: Rainey, Katherine (ORCID 0000-0001-9790-488X), Dancy, Melissa, Mickelson, Roslyn, Stearns, Elizabeth, Moller, Stephanie
Source: International Journal of STEM Education. 2019 6.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE0969286
DRL1420363
DRL1420350
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Racial Differences, Gender Differences, Teaching Styles, Majors (Students), STEM Education, College Seniors, Disproportionate Representation, Minority Group Students, Student Attitudes, College Faculty, Teacher Student Relationship, Females
DOI: 10.1186/s40594-019-0159-2
ISSN: 2196-7822
Abstract: Background: Women and students of color are widely underrepresented in the majority of STEM fields. In order to investigate this underrepresentation, we interviewed over 200 male and female college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here, we focus on one section of the longer interview that focused on students' perceptions of professor care as well as perceived and preferred instruction style. Additionally, we look at correlations between professor care, course interactivity, and sense of belonging. In our analysis, we examine student responses through the lens of gender, race, and their intersections. Results: We found that white women perceived their STEM professors cared about them and their learning the most while women of color reported the least perceived care. Notably, men, regardless of race, reported similar perceptions of professor care. We found that students commonly report their STEM courses were lecture-based but say they would prefer more active approaches. In particular, we found that women who left STEM majors reported more lecture-based instruction while stating the highest preference for active learning environments. We found that perceiving their professors cared was related to a greater sense of belonging in STEM. Additionally, we found that students who reported active classrooms also reported more professor care in their STEM field. Conclusions: Our findings indicate that active teaching environments may positively impact students' sense of belonging and desire to continue in STEM and that this impact may be higher for underrepresented students.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1204606
Database: ERIC
FullText Text:
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  Data: A Descriptive Study of Race and Gender Differences in How Instructional Style and Perceived Professor Care Influence Decisions to Major in STEM
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  Data: <searchLink fieldCode="AR" term="%22Rainey%2C+Katherine%22">Rainey, Katherine</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9790-488X">0000-0001-9790-488X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dancy%2C+Melissa%22">Dancy, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22Mickelson%2C+Roslyn%22">Mickelson, Roslyn</searchLink><br /><searchLink fieldCode="AR" term="%22Stearns%2C+Elizabeth%22">Stearns, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Moller%2C+Stephanie%22">Moller, Stephanie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2019 6.
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  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Seniors%22">College Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink>
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  Data: 10.1186/s40594-019-0159-2
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  Data: 2196-7822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Women and students of color are widely underrepresented in the majority of STEM fields. In order to investigate this underrepresentation, we interviewed over 200 male and female college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here, we focus on one section of the longer interview that focused on students' perceptions of professor care as well as perceived and preferred instruction style. Additionally, we look at correlations between professor care, course interactivity, and sense of belonging. In our analysis, we examine student responses through the lens of gender, race, and their intersections. Results: We found that white women perceived their STEM professors cared about them and their learning the most while women of color reported the least perceived care. Notably, men, regardless of race, reported similar perceptions of professor care. We found that students commonly report their STEM courses were lecture-based but say they would prefer more active approaches. In particular, we found that women who left STEM majors reported more lecture-based instruction while stating the highest preference for active learning environments. We found that perceiving their professors cared was related to a greater sense of belonging in STEM. Additionally, we found that students who reported active classrooms also reported more professor care in their STEM field. Conclusions: Our findings indicate that active teaching environments may positively impact students' sense of belonging and desire to continue in STEM and that this impact may be higher for underrepresented students.
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  Data: As Provided
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  Data: EJ1204606
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        Value: 10.1186/s40594-019-0159-2
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      – Text: English
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    Subjects:
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Majors (Students)
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