Racially diverse women's and men's adjustment to STEM majors: Implications for recruitment and retention

Abstract

This study of 245 racially diverse engineering students extends prior social cognitive career theory1 research by examining social-contextual and personal factors that promote successful adjustment. Participants reported experiencing several types of academic, social, and financial hurdles during their first semester. They also described factors that facilitated their academic progress and additional elements that, if available, could have further assisted their adjustment. Implications for research, recruitment, and retention will be discussed © 2011 American Society for Engineering Education.