Exploring Student Experiences in Science & Math to Address Underrepresentation in STEM

Authors

Brittany Davis, DePauw University
Hira Ahmad, DePauw University
Berenice Contreras, DePauw University
Krista Kaleel, DePauw University
Sydney Majka, DePauw University

Files

Document Type

Poster

Publication Date

Fall 10-2-2019

Abstract

According to a 2018 publication by Higher Education Today, millions of dollars have been invested in recent years to promote diversity in science. Yet still, domestic students of color and first generation students are persisting in STEM at a lower rate than that of their similarly interested white or non-first-generation counterparts (Witham, Malcom-Piqueux, Dowd, & Bensimon, 2015). This state of underrepresentation is mirrored at our own university. To learn more about students’ experiences, we conducted a survey to gather insight on the experiences of first generation students, international students, and domestic students of color in science and math classes at DePauw. Our initial findings have shown that classroom climate, teaching styles, and peer relationships all affect the degree to which students negatively or positively evaluate their classroom experiences, and ultimately their decision to persist with or leave STEM departments.

Project Mentor

Prof. P. Propsom, PhD

Funding and Acknowledgements

Funding: Academic Affairs Professional Development Fund, Psychology Asher Fund

Recommended Citation

Davis, Brittany, Hira Ahmad, Berenice Contreras, Krista Kaleel and Sydney Majka. "Exploring Student Experiences in Science & Math to Address Underrepresentation in STEM." Poster presented at the DePauw University Science Research Fellows Poster Session, Greencastle, IN, October 2019.