Browsing by Author "Bradford, Brittany Caitlin"

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    Examining STEM Formative Experiences and College STEM Outcomes from a Social Cognitive Career Theory Perspective
    (2020-08-12) Bradford, Brittany Caitlin; Beier, Margaret
    College STEM (science, technology, engineering, and math) major matriculation and attrition decisions may be influenced by experiences occurring much earlier in students’ lives than their contemporary college experiences. This research was guided by social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), which describes how students develop career interests, make choices as a result of these interests, interpret their successes and failures, and ultimately make career decisions. Although many studies of STEM interest, self-efficacy, and academic behavior have been conducted on high school and college students, childhood experiences have been less studied, despite the emphasis that SCCT places on early life experiences. Using a biodata measure that incorporated background influences and learning experiences factors previously developed from semi-structured interviews with STEM students, I conducted a two-part study. Study 1 entailed an exploratory factor analysis of the biodata measure and other constructs on underprepared STEM students at Rice (N = 154). After refining the biodata measure, a confirmatory factor analysis and structural equation model were conducted on a separate sample of Rice freshmen in Study 2 (N = 175). Findings from both studies provide support for a seven-factor model and a reasonable fit with a modified structural equation model based on SCCT. These seven factors comprise three background influence factors (general parent support, STEM parent support, and teacher support) and four formative experience factors (math extracurricular activities and competitions, science extracurricular activities and competitions, proactive behavior, and STEM knowledge). All were significant in the full structural equation model except teacher support. Further research will be necessary to refine and validate this measure on other samples and develop greater insight into the relationships between this new measure and STEM self-efficacy, STEM interest, career outcome expectations, initial college major, and intended college major. Ultimately, these studies may guide future research that uses a theoretical approach to explore the STEM experiences of students at all education levels, as well as define factors that schools and program administrators may find valuable to explore in future STEM interventions.
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    Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences
    (2018-11-30) Bradford, Brittany Caitlin; Beier, Margaret E
    Underrepresented minorities (URMs), females, and first-generation college students declaring a science, technology, engineering, or mathematics (STEM) major face unique challenges as they transition into college; moreover, they ultimately fail to graduate with STEM majors at rates commensurate with other students. Research has shown that children's formative experiences may impact their STEM self-efficacy, interests, and identity for the rest of their academic and professional careers. This study used a thematic qualitative data analysis of 35 semi-structured interviews with Rice STEM students regarding their formative experiences. Six theoretical dimensions were developed: math perceptions, science perceptions, classroom experiences, STEM identity, exposure to STEM, and parental expectations. Participants reported low exposure to science in elementary school, strong parental influence, preferences for hands-on and problem solving tasks, and teacher support. Next steps for this research involve developing and validating a biodata measure based on these dimensions and determining its predictive validity for STEM identity and self-efficacy.