Beier, Margaret E2019-05-172019-05-172018-122018-11-30December 2Bradford, Brittany Caitlin. "Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences." (2018) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/105920">https://hdl.handle.net/1911/105920</a>.https://hdl.handle.net/1911/105920Underrepresented 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.application/pdfengCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.STEMpsychologyeducationinterviewsThesis2019-05-17