skip to main content

Search for: All records

Creators/Authors contains: "Canning, Elizabeth A."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who “leak” from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years, we examined the experiences of 921 students who persisted in biomedical fields through college graduation and planned to pursue biomedical careers. Despite remaining in the biomedical pipeline, almost half of these students changed their career plans, which was almost twice the number of students who abandoned biomedical career paths altogether. Womenmore »changed plans more often and were more likely than men to change to a career requiring fewer years of post-graduate education. Results highlight the importance of studying within-pipeline patterns rather than focusing only on why students leave STEM fields.« less
  2. Students who speak English as a second language (ESL) are underserved and underrepresented in postsecondary science, technology, engineering, and math (STEM) fields. To date, most existing research with ESL students in higher education is qualitative. Drawing from this important body of work, we investigate the impact of a social-belonging intervention on anticipated changes in belonging, STEM GPA, and proportion of STEM credits obtained in students’ first semester and first year of college. Using data from more than 12,000 STEM-interested students at 19 universities, results revealed that the intervention increased ESL students’ anticipated sense of belonging and three of the fourmore »academic outcomes. Moreover, anticipated changes in belonging mediated the intervention’s effects on these academic outcomes. Robustness checks revealed that ESL effects persisted even when controlling for other identities correlated with ESL status. Overall, results suggest that anticipated belonging is an understudied barrier to creating a multilingual and diverse STEM workforce.« less