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Examining Recruitment and Retention Factors for Minority STEM Majors Through a Stereotype Threat Lens

机译：通过定型威胁镜头检查少数STEM专业学生的招募和保留因素

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摘要

Prior research regarding minorities in the science, technology, engineering, and mathematics (STEM) fields indicated that the factors of peer support and participation in STEM-related activities contributed positively to minority students' recruitment and retention in these fields. Utilizing stereotype threat as a conceptual framework, this qualitative case study investigated the contribution of these factors by examining the experiences of minority students majoring in a STEM field. Data analyzed through a deductive approach indicated that a stereotype threat adversely affecting retention and recruitment in STEM could be either minimized or maximized by peer support, in the form of educator or familial influence, and participation in STEM-related activities through internships and the application of STEM-related knowledge. Findings from this research may inform higher education institutional practices involving the recruitment and retention of students to the STEM fields from minority populations.
机译：先前对科学，技术，工程和数学（STEM）领域中的少数民族的研究表明，同伴支持和参与STEM相关活动的因素为少数民族学生在这些领域的招募和留任起到了积极作用。该定性案例研究以刻板印象威胁为概念框架，通过考察在STEM领域专业的少数民族学生的经历，调查了这些因素的贡献。通过演绎方法分析的数据表明，可以通过同伴的支持（以教育者或家庭影响的形式）以及通过实习和参加STEM参与STEM相关活动来最大限度地减少或最大化不利影响STEM保留和招募的刻板印象威胁。与STEM相关的知识。这项研究的发现可能会为高等教育机构的实践提供参考，涉及从少数民族人群招募和留住STEM领域的学生。

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