Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom

Abstract

Attrition from the science, technology, engineering, and math (STEM) pipeline limits the number of graduates needed to meet STEM workforce demand and impedes efforts to diversify the workforce. Identifying factors that underlie academic success and STEM persistence is an important component to increasing the number of STEM graduates.Attrition from the science, technology, engineering, and math (STEM) pipeline limits the number of graduates needed to meet STEM workforce demand and impedes efforts to diversify the workforce. Identifying factors that underlie academic success and STEM persistence is an important component to increasing the number of STEM graduates. The current study utilizes the social influence process indicators of the Tripartite Integration Model of Social Influence to investigate effects of course-based undergraduate research experience (CURE) participation and to predict career intent in a diverse population. CURE participants experienced significant gains in scientific self-efficacy, scientific identity, and career intent, while students in control courses did not. Between-groups analysis showed that scientific self-efficacy and scientific identity increased significantly more for CURE participants than for non-CURE participants. Regression analysis revealed that scientific identity was the only significant predictor of a student’s career intent. This work underscores the central importance of prioritizing scientific identity in STEM curricula to improve throughput in the STEM pipeline and illustrates the usefulness of CUREs as viable interventions to positively influence factors that promote STEM career intent.