By 2031, Science, Technology, Engineering, and Mathematic (STEM) fields are projected to grow by almost 11% (Krutsch & Roderick, 2022). To meet this demand the enrollment and retention in STEM degree programs must be increased, particularly among student populations that are underrepresented in these fields. Despite growing identification with…

Understanding how to foster belonging and ensure equitable engagement in STEM fields for diverse students is a critical need in education today. Despite substantial growth in the STEM workforce (Bureau of Labor Statistics, 2023; NSF, 2023a), there remain persistent gender and racial/ethnic gaps in students' access to advanced STEM education,…

Numerous reports focus on why girls and women do not pursue and persist in Science, Technology, Engineering and Mathematics (STEM) study or careers, and how to influence their Interest. Since human affects, like Interest, are ever-changing, multi-dimensional, and connected constructs, their study is difficult. Some researchers, including myself,…

This dissertation investigated predictors of scientific civic engagement among undergraduate students through a multimethod approach, focusing on how educational experiences shaped students' engagement with their communities using scientific skills. This multipart study addressed gaps in understanding how educational practices, identity, and sense…

Disappointing enrollment and retention in science and technology pathways threaten national workforce needs and learners' socioeconomic advancement. Students who begin their postsecondary educations at community colleges are less likely to choose science, technology, engineering, or mathematics (STEM) majors than peers who begin at university, and…

There continues to be a national concern about the shortage of science, technology, engineering, and mathematics (STEM) graduates needed to fill current and anticipated STEM workforce positions. There is an additional concern regarding attracting and maintaining women in the STEM disciplines. In this study, I investigated one part of the STEM…

This constructivist grounded theory study explored how Black women studying science, technology, engineering, and mathematics (STEM) at Predominately Black Institutions (PBIs) demonstrate persistence. Utilizing a strengths-based approach, the current study involved semi-structured interviews and photo elicitation to better understand the…

This study sought to understand how underrepresented racially minoritized and first-generation college students experienced and made sense of the challenges from taking introductory sciences courses in their first year at a small liberal arts college. Metacognition was the theoretical framework in consideration due to its non-disciplinarity and…

Development and use of validated assessments in physics provide insight into student understanding of physics concepts and can be utilized to track student learning across time and instructional strategies. These tools can be used to gauge the efficacy of interventions designed to support students and persistence, and allow instructors to make…

Black women majoring in Science, Technology, Engineering and Math (STEM) fields at predominantly White institutions (PWIs) experience a number of emotions as they navigate spaces and seek their identity. Black women experience greater challenges when striving for their sense of belonging while at PWIs than at Historically Black Colleges and…