Undergraduate students must navigate the career decision-making process as a part of their college experience. Due to the individualized nature of this process, many colleges have implemented career-readiness programs that aim to increase career decision-making self-efficacy. Improving self-efficacy, along with its positive impact on a students’ sense of belonging, has been shown to increase student persistence in college. It is possible that as students are able to see themselves in a career related to their major and interests, they are more likely to continue on their current path. Increasing persistence particularly among students pursuing a degree in science, technology, engineering, and mathematics (STEM) is a national concern, as the high rate of attrition, specifically among underrepresented, first-generation, and limited-income students, has major economic implications. Though career decision-making and sense of belonging have both been linked to persistence in college, few studies have attempted to understand how career development activities influence sense of belonging and persistence in STEM. This research investigates outcomes from the Phone A STEM Professional assignment, conducted at a small, liberal arts school in organic chemistry courses during the 2020-2021 academic year (~90 total students). This assignment asked students to conduct an informational interview with a STEM professional and reflect on what they have learned. Pre- and post-assignment survey data, including Likert scale and open-ended reflective items, was compared to investigate the effect of the assignment on student sense of belonging in STEM, career aspirations, and confidence. Through a mixed methods analysis of survey data, we found that the interview had a significant positive influence on student sense of belonging within STEM (Z= 2.810, p=.005, Wilcoxon signed-rank test). Positive impacts to student confidence in their chosen career path as well as their knowledge of STEM careers were also observed. These results indicate a positive connection between career development activities and sense of belonging. Further studies will aim to elucidate whether there is a link between the Phone A STEM Professional assignment and STEM retention.

Impact of the phone a STEM professional assignment on sense of belonging, career confidence, and career awareness among organic chemistry students

ACS Fall 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.