Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence

By Lorelle L. Espinosa. 2011

571 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/549722126d89513aaf76e480aace71e6fec6e192

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…of works about women of color in STEM higher education including a quantitative analysis of STEM persistence predictors compared to White women (Espinosa, 2011) and an interview study detailing challenges in transferring from community colleges to 4-year universities as STEM majors (Reyes,…”
Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills (2016, background): “UR seems to be particularly beneficial for students of color and women in STEM fields (Espinosa 2011; Jones et al. 2010; Carter et al. 2009).”
Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis (2020, background): “Clearly, self-efficacy is a key support for success in engineering, a finding that resonates in the wider literature on WOC in STEM (Brownlee, 2004; Gwilliam & Betz, 2001; Espinosa, 2008, 2011; Vogt, 2005).”
The Elephant in the Room: Race and STEM Diversity (2020, background): “This silence is in contrast to STEM education research that reports racial and ethnic conflicts that contribute to low participation and retention of underrepresented youth and college students in STEM programs (Espinosa 2011, McGee 2016, Mascarenhas 2018).”
Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “…experiences has been shown to increase interest in pursuing a PhD (Seymour et al., 2004; Russell et al., 2007) and seems to be particularly beneficial for students from histor ically underrepresented backgrounds (Villarejo et al., 2008; Jones et al., 2010; Espinosa, 2011; Hernandez et al., 2013).”
Women of color in science, technology, engineering, and mathematics (STEM) (2011, methodology): “…a career in science (e.g., giving back to their community, being a role model for girls of color, helping their family, wanting to make a difference in society) as tools for persisting in STEM (Espinosa, 2011; Trenor and others, 2008) and creating their science identity (Carlone and Johnson, 2007).”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “Additionally, with previous scholars sharing that Black women persist in the face of their opposition (e.g., Charleston et al., 2014; Espinosa, 2011; Ong, 2005; Ong et al., 2018), we find that our participants specifically articulate their intersectional Black woman identity to mean resilience and p”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, background): “Similarly, Espinosa (2011) found that after 4 years of college, for every 100 point increase in institutional selectivity, women of color in STEMwere almost half as likely as White women to persist in a STEM major (7.6% compared with 14.0%).”
STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “…high school,14 and noncognitive factors such as motivation, interest, confidence, and beliefs) were not collected (Barr, Gonzalez, and Wanat 2008; Burtner 2005; Chang et al. 2011; Crisp, Nora, and Taggart 2009; Daempfle 2003; Eagan et al. 2011a; Espinosa 2011; Price 2010; Seymour and Hewitt 1997).”
Feeling the Threat (2014, unknown): “Referred to as research intent (RI) in the present study, the proximal SCC outcome is an important index because women who participate in undergraduate research are more inclined to demonstrate long-term persistence in STEM (Espinosa, 2011).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Women of color majoring in STEM who speak to friends about their coursework are more likely to persist in their major (Espinosa, 2011), and girls who perceive greater support from friends are more likely to get involved in extracurricular science activities and aspire to science-or math-related…”