Classroom Connections: A Social Network Analysis of STEM Students at a Regional University
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| Title: | Classroom Connections: A Social Network Analysis of STEM Students at a Regional University |
|---|---|
| Language: | English |
| Authors: | Laura R. Ramsey (ORCID |
| Source: | Journal of College Student Retention: Research, Theory & Practice. 2026 27(4):933-955. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 2020765 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Social Networks, Regional Schools, Majors (Students), College Science, College Mathematics, Peer Relationship, Course Selection (Students), Student Characteristics, Race, Sex, First Generation College Students, Commuting Students, Academic Achievement, Grade Point Average, Graduation Rate, State Universities |
| Geographic Terms: | Massachusetts |
| DOI: | 10.1177/15210251231215787 |
| ISSN: | 1521-0251 1541-4167 |
| Abstract: | Previous research has established that peer relationships are important for student success, yet little research has examined connections made in the classroom, as opposed to residence life or extracurricular activities. This project utilized social network analysis in two cohorts of science and mathematics majors to investigate the degree to which students take multiple courses with the same peers. Results showed (1) wide variability in student networks, (2) course selection by students included more repeated connections than random course selection, (3) networks did not vary much by demographic variables (gender, race, first-generation status, and income), and (4) student networks significantly predicted graduation and grades. This correlational research provides a foundation for future experimental research testing the causal impact of classroom-based student networks. This research also serves as a model for how other institutions may analyze institutional data to understand patterns of peer connections and course enrollment at their institution. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494402 |
| Database: | ERIC |
| Abstract: | Previous research has established that peer relationships are important for student success, yet little research has examined connections made in the classroom, as opposed to residence life or extracurricular activities. This project utilized social network analysis in two cohorts of science and mathematics majors to investigate the degree to which students take multiple courses with the same peers. Results showed (1) wide variability in student networks, (2) course selection by students included more repeated connections than random course selection, (3) networks did not vary much by demographic variables (gender, race, first-generation status, and income), and (4) student networks significantly predicted graduation and grades. This correlational research provides a foundation for future experimental research testing the causal impact of classroom-based student networks. This research also serves as a model for how other institutions may analyze institutional data to understand patterns of peer connections and course enrollment at their institution. |
|---|---|
| ISSN: | 1521-0251 1541-4167 |
| DOI: | 10.1177/15210251231215787 |
