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Utility-value intervention promotes persistence and diversity in STEM.

Michael W Asher1, Judith M Harackiewicz1, Patrick N Beymer2

  • 1Department of Psychology, University of Wisconsin-Madison, Madison, WI 53706.

Proceedings of the National Academy of Sciences of the United States of America
|May 1, 2023
PubMed
Summary
This summary is machine-generated.

A utility-value intervention in gateway chemistry courses significantly boosted STEM persistence, especially for underrepresented students. This approach enhances motivation and engagement, aiding retention in science, technology, engineering, and mathematics (STEM) fields.

Keywords:
STEM diversitySTEM persistenceexpectancy-value theorypsychological interventions

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Area of Science:

  • Educational Psychology
  • STEM Education

Background:

  • Low persistence and diversity in STEM fields remain significant challenges.
  • Gateway courses are critical for student retention in STEM majors.

Purpose of the Study:

  • To evaluate the long-term impact of a utility-value intervention on STEM persistence.
  • To assess the intervention's effects on diversity within STEM fields.

Main Methods:

  • A randomized controlled trial involving 2,505 students in a gateway chemistry course.
  • Intervention group wrote essays on course content relevance; control group wrote essays on other topics.

Main Results:

  • The intervention group showed improved overall STEM persistence (74% vs. 70% STEM majors 2.5 years later).
  • The intervention significantly increased STEM persistence for marginalized and underrepresented racial/ethnic students (69% vs. 55%).
  • Mediation analysis indicated increased motivation and engagement contributed to persistence for these students.

Conclusions:

  • A theory-informed curricular intervention can be an effective tool for improving STEM retention.
  • This intervention shows particular promise for enhancing diversity in STEM education.
  • Educators can utilize such strategies to foster greater persistence in STEM fields.