Research Goals of the T-PAC Model

Research Goal A: Establish a systemic model that promotes community and joint mentorship of URM students across the alliance institutions.

Research Goal B: Identify mitigating factors to persistence of URMs in STEM graduate degree programs and initiate a cross-collaborative model that provides academic, social, and emotional support to facilitate persistence and completion of graduate programs, as well as successful transitions into STEM academic careers.

Research Goal C: Initiate strategies that provide faculty mentors and advisors with tools for promoting retention and preparation for STEM faculty positions of URM STEM graduate students.

Research Goal D: Define STEM identity for URMs in STEM graduate programs and the impact that STEM identity has on engagement, motivation, persistence, and STEM faculty career selection.

Year 1 Research Study of the T-PAC Model听

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Participant Recruitment Strategies:

STEM graduate students (masters and doctoral level) across the T-PAC alliance (TU, ASU, AU) were surveyed for this study. Participants were recruited through email invitations containing a link to an online Qualtrics survey. The Graduate School from each institution provided a listserv of all STEM graduate students鈥� email addresses (estimated population: AU: 1400, TU: 133, ASU: 83). Flyers advertising this survey were also disseminated to STEM graduate programs at AU. To increase participation during the later portion of preliminary data collection, a $5 incentive was provided for participants that completed surveys and participated in the follow up individual and/or focus group interview. To date, 107 participants (AU:听n听= 62; TU:听n听= 26; ASU:听n听= 19) have completed the online survey and 9 (AU:听n听= 5; TU:听n听= 2; ASU:听n听= 2) have taken part in semi-structured interviews.

Quantitative Data Collection

An online survey was administered using the platform Qualtrics. In addition to the students鈥� demographic information, the survey investigated the following constructs: Academic Self-Concept Scale, Confidence and Self-efficacy in STEM, and STEM Identity. Preliminary data collection consisted of 107 students from the three institutions within the alliance (AU: n = 62; TU: n = 26; ASU: n = 19)

Qualitative Data Collection

Upon completing the online survey, students were given the opportunity to volunteer for semi-structured interviews and focus groups. Currently, we have nine students (AU: n = 5; TU: n = 2; ASU: n = 2) that have completed the semi-structured interview and are in the process of completing a focus group.

Timeline of Research Activities

October-December 2014:

During this period the research team identified the surveys that would be most appropriate to assess our proposed STEM identity model. Surveys were modified and adapted for the project as appropriate and posted to Qualtrics. Additionally, the research team organized interview questions for the semi-structured interviews and/or focus groups. Upon IRB approval, surveys were disseminated electronically on 11/7/2014.

January-March 2015:

During this period we began the data collection process and implemented strategies to encourage student participation. Due to the low number of responses to the online survey, incentives were provided for participants who completed surveys and participated in the follow up interview. In addition, we disseminated flyers advertising the online survey to the different STEM graduate programs across the TU campus. Preliminary data analysis yielded several findings based on quantitative data collected from the online survey. Further analysis included coding of certain survey responses using frequency distributions and other descriptive methods. 听听听Preliminary findings were presented at the Understanding Interventions that Broaden Participation in Science Careers Conference that was held in San Diego, May 15th-17th, 2015. At this conference, we described the interventions to be implemented, collaborate with other AGEP-T alliances, and receive feedback from professionals in the field.

April 鈥� May 2015:

Currently data analysis is ongoing and Phase 2 of the quantitative research includes administering another online survey with fewer questions to capture more insight into the graduate experience. Qualitative data collection is in process and consists of semi-structured, follow-up interviews of participants that volunteered based on completion of the online survey. 听Data analysis from these interviews will include the development of codes and categories, which will then be organized into themes on the graduate student experience in STEM. The quantitative data was presented in a poster session and symposium format at the Understanding Interventions that Broaden Participation in Science Careers Conference, San Diego. The entire T-PAC alliance collaborated on the final details of these presentations. Both our symposium and poster were well attended. There were two AGEP-T alliances that presented in the symposium with the TU AGEP-T alliance and the feedback and recommendations on the research design has been helpful in organizing the second phase of the research aspect of the project.

Preliminary Results:

In the initial phase of our research, we utilized the Academic Self Concept Scale (Reynolds, 1988). This 40 item scale can be divided into seven factors describing different aspects of students鈥� academic self-concept. 听We analyzed each factor with a 2 (URM vs. non-URM) x 2 (progress in program: early vs. late) analysis of variance (ANOVA) in order to determine if these factors change during graduate students鈥� experience. Students were considered 鈥渆arly鈥� in their progress if they had not yet started their qualifying exams, while students were considered 鈥渓ate鈥� in their progress if they had already completed their qualifying exams.听While our current sample size is small, we observed statistically significant differences between URM and non-URM students in two of the factors (self-confidence in academics and self-evaluation based on external factors). All students鈥� self-confidence in academics (Factor IV) increased after completion of their qualifying exams, but URMs were lower than non-URMs in both the early and late stages of progress. Non-URMs had less positive self-evaluation based on external factors (Factor VII) in the early stage of progress, but this self-evaluation increased in the late stage. Self-evaluation did not change for URMs.听 These data suggest that completion of qualifying exams has a noticeable impact on students鈥� academic self-concept, and this supports the use of interventions aimed at improving students鈥� understanding of core curriculum in their field (e.g., Online Content Based Tutorial). 听

Year 2 Research Study of the T-PAC Model听听

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听STEM graduate students (masters and doctoral level) across the T-PAC alliance (TU, ASU, AU) were surveyed for this study. Year 2 of this project included administering a shortened survey entitled 鈥淧hase II survey鈥�.听 Participants were recruited through email invitations containing a link to the online survey. The Graduate School from each institution provided a listserv of all STEM graduate students鈥� email addresses (STEM graduate student numbers: AU: 1804, TU: 242, ASU: 52). Flyers advertising this survey were also disseminated to STEM graduate programs at AU. To increase participation a $5 incentive (as part of a raffle) was provided for participants that completed surveys and participated in follow up individual and/or focus group interviews. For fall 2015 and spring 2016, 250 participants (AU:听n听= 164; TU:听n= 58; ASU:听n听= 28) have completed the online survey. In spring 2016, ten students (AU:听n听= 8; TU:听n听= 2) have taken part in semi-structured interviews听 and 24 graduate students expressed interest in participating in the interviews and are being scheduled for summer 2016.

Quantitative data collection consisted of surveys administered to all STEM graduate students at the three participating institutions [AU], [TU], [ASU]. This sample included STEM URM U.S. citizen graduate students. Online surveys were administered using the platform Qualtrics. In addition to the students鈥� demographic information, these surveys investigated the following constructs: Academic Self-Concept Scale, Confidence and Self-efficacy in STEM, and STEM Identity, as well as students鈥� intent of persisting in STEM careers, likelihood of persisting in academia after graduation, and social factors that motivate persistence and career choices. Data analysis utilizes descriptive, inferential, and nonparametric statistics, and each variable was analyzed both with regards to their individual contribution and interactive effects.

Timeline for Research Activities (October 2015-April 2016)

Phase II Survey email solicitations were sent out October 2015, November 2015, and January 2016

Survey questions identified career choices after graduation and undergraduate and graduate experiences that may impact career choice. Thesurvey gave options of academic careers (e.g., teaching faculty, research faculty) and non-academic careers (e.g., government, industry, or co-op positions). After making a choice, students were asked to write听 why they would make such a choice. Choice responses were analyzed with parametric statistics, using the whole sample, and then sub-dividing this sample by institution (HBCU vs. TWI), and URM status (URM vs. non-URM). In general, students were more likely to choose non-academic (61.5%) than academic (38.5%) careers. The answers provided by each student were divided intocategories, as follows. Reasons for pursuing academia were: (1) love of science and learning, (2) desire to teach, (3) desire to conduct research, (4) desire to both teach and conduct research, (5) desire to mentor and/or be a role model, and (6) other reasons. Reasons for pursuing careers outside academia were: (1) Dislike of the academic environment, (2) desire to use STEM knowledge in an applied setting, (3) desire to conduct research in industry, (4) no desire to teach, (5) concerns with financial/job security, and (6) other reasons. The percentage of students providing each of those reasons was analyzed with听 goodness-of-fit tests, whichassume that the proportion of students selecting each category should be the same for each of the data subdivisions (e.g., the same proportion of students would indicate a desire to teach at the HBCUs than the TWI), and contrasts that expectation to the actual proportion of students that selected each category. Regardless of ethnicity students at the HBCUs were more likely to select academic careers due to a desire to mentor future generations (20.8%) than students at the TWI (3.6%). In contrast, students at the TWI were more likely to state a desire to teach and conduct research as a reason to pursue academia (23.6%) than students at the HBCUs (8.3%). URMs at all institutions had a view of academia more closely aligned with teaching responsibilities (44.0%) than non-URMs (18.5%), whereas non-URMs had a broader view of academia that included teaching and research responsibilities (25.9%) than non-URMs (18.5%). Data interpretation was made based on the concept of STEM and academic identity emergence. A manuscript is currently in the final stages of preparation for submission.

Qualitative data collection is ongoing. Twenty have been conducted and the research team is in the final stage of transcribing these interviews and scheduling additional interviews (both focus group and individual). Preliminary data analysis includes constant comparative analysis of emerging themes and patterns based on open-ended interview questions. The responses to the open-ended interview questions are analyzed by taking significant units of textual evidence and categorizing this information.听 Transcribed data and textual evidence will be used to develop themes based on various statements and commonalities among responses (Strauss & Corbin, 1990).听

The most salient theme that has emerged is the importance of the faculty advisor in providing support, mentorship, and resources to encourage graduate students to persist in their graduate program. Participants that expressed an interest in pursuing STEM academic careers have a positive rapport and conduct research in close collaboration with their faculty advisor. These participants also had close relationships with prior advisors and had positive STEM experiences in undergraduate education (relative to laboratory experience and career advising). The role of graduate student labmates and graduate classmates was also important in providing support and encouragement for persistence in graduate programs. Overall, based on preliminary analysis of interview data, intrinsic motivation plays a significant role in promoting interest and persistence in STEM graduate degree programs. This intrinsic motivation may be mediated by self-concept, and STEM identity relative to whether or not they perceive themselves as successful as a STEM faculty member in higher education. Some participants also expressed lack of interest in pursuit of a STEM academic career if they viewed STEM academic careers as stressful since their faculty advisors were under perceived stressors as a result of the 鈥減ublish or perish鈥� ideology. Lastly, participants discussed the role of work/life balance and how this impacts career decision. As previously mentioned qualitative data collection and analysis is still ongoing will continue throughout the 2016-2017 semester. IRB approval has been renewed through June 2017.

Overall, our research results suggest that students are more likely to consider academic careers in STEM if they can identify with all aspects of academia (teaching, research, and service), but this likelihood decreases with perceived threats to their well-being (stressors related to the academic environment). These results suggest that our interventions are likely to increase the positive impact of factors that increase academic career choice (e.g., increasing academic competence, fostering research collaborations and dissemination, increasing self-confidence on academic skills through virtual courses in technical writing and literature search, etc.), and decrease the negative impact of factors that decrease academic career choice (e.g., professional development workshops, continued mentoring, reduced isolation through cohort support, etc.).

听Year 3 Research Study of the T-PAC Model听听

听听听听听听听听听听听 This study was designed to gain a better understanding of the undergraduate experiences, graduate experiences, and career aspirations of URM graduate students that are U.S. citizens across the three Alliance institutions (TU, ASU, AU). Two survey questionnaires were administered across all three institutions and the qualitative phase included three focus groups interviews. Quantitative data provided demographic information and a more general overview of participant鈥檚 career aspirations and STEM undergraduate and graduate experiences. Qualitative data provided more insight on STEM persistence and explored the ways URM students in STEM experience graduate programs.

The research questions driving this investigation were as follows:听

1)听听听听听 What factors impact STEM URMs who are U. S. citizens decision to pursue careers as STEM faculty at HBCUs and TWIs?

2) What factors determine STEM identity development for URM STEM U. S. citizen graduate students?

3) Does STEM identity impact career choice and academic outcomes for URM U. S. citizens in graduate programs across STEM disciplines?

Proposed Hypotheses.听听听

1. STEM identity is a predictor of URM graduates鈥� selection of professoriate careers upon graduation.
2. STEM identity in URMs is determined by perceived self-efficacy, positive academic self-concept, level of motivation, and persistence. Each of these variables is in turn modified by STEM identity.
3. Increasing perceived self-efficacy will increase motivation, which in turn will increase persistence to degree completion.
4. Social identity will be partially determined by social background (HBCU or TWI), and this identity will determine levels of motivation, perceived self-efficacy, and academic self-concept.

听Each institution received approval from their Institutional Review Board (IRB). Participation was voluntary, and the online survey link information was sent to STEM graduate students and data responses were aggregated through the Qualtrics software program ().听 For this phase of the project purposive sampling was employed to select only URM STEM graduate students (U.S. citizens), which yielded n=39 for the initial survey questionnaire and n=55 for the second survey questionnaire. The sample of URM STEM graduate students was taken from the larger set of data for STEM graduate students from the online survey distributed across all three institutions. Project administrators at each institution were contacted and an email invitation with a link to the survey questionnaire was included in an email to be distributed to STEM graduate students (M.S. and Ph.D.) at each institution participating in the study. The initial survey questionnaire was developed based on review of the literature relative to factors that influence STEM persistence, career selection, and self-efficacy/self-concept. The survey questionnaire also addressed demographic information (e.g. age, gender, degree program, current institution, undergraduate institution, citizenship status, race/ethnicity, disability, academic program and academic department). A second (shorter) survey questionnaire was developed with more of a 听focus on career aspirations, undergraduate experiences, degree aspirations, advisor engagement, and factors or reasons for career aspirations. Participants were asked to 鈥渃heck all that apply鈥� and the survey questionnaire included single-option, multiple-options and open-ended, unstructured response questions. Some of the open-ended questions allowed respondents to describe their experiences as undergraduates and graduate students in STEM. Open-ended questions were placed into the following two categories: a) STEM career pursuit in academic career, and b) STEM career pursuit nonacademic career. Outside of the aforementioned demographic information collected, the following categories of questions were included:

Survey Questionnaire I

Data Collection: n=39 (URM, U.S. citizens)

• Career Interest and Perceived Career Outcome Survey (Sauermann & Roach, 2012)
• Demographic Survey
• Confidence and self-efficacy in STEM Survey (Baldwin, Ebert-May, & Burns, 1999)
• Academic Self Concept Scale (Reynolds, 1988)

Survey Questionnaire II

Data Collection: n=55 (URM, U.S. citizens)

• Participants were asked to choose their most likely career aspirations upon entering graduate school and current career aspirations.

Findings

Thus far, the project has focused on the graduate experiences and career aspirations particularly for URM graduate students in STEM that are U.S. citizens.

Research Question 1:

What factors impact STEM URMs who are U. S. citizens decision to pursue careers as STEM faculty at HBCUs and TWIs?

• Major professors/advisors
• Impetus for attending graduate school and experiences during graduate education
• Motivation (desire to teach, mentor, role model)

听Research Question 2:

What factors determine STEM identity development for URM STEM U. S. citizen graduate students?

• Motivation/persistence (desire for STEM degree or STEM career)
• Support
• Undergraduate and graduate STEM experiences

听Research Question 3:

Does STEM identity impact career choice and academic outcomes for URM U. S. citizens in graduate programs across STEM disciplines?

• Based on the influence of major professor/advisor (support, encouragement), motivation (desire to pursue STEM degree or STEM career), undergraduate and graduate experiences do impact career choice.

Focus group interview data revealed that motivation, support, and undergraduate STEM experiences were instrumental to their STEM persistence and career aspirations. According to research from these study participants, the many participants entered graduate school based on a desire to obtain an advanced degree. Moreover, many responded that they aspired to obtain a Ph.D. in a STEM field. According to qualitative findings participants stated that motivation, support, and undergraduate STEM experiences were instrumental to their STEM persistence. Motivation to persist in STEM and attend graduate school was either intrinsic (desire to obtain an advanced degree, pursue a career, learn more about science) and extrinsic (advisor, family members, college professors). Participants described various types of support including, institutional, family, faculty/mentor/advisor, and even discussed the impact of the lack of support. Lack of support can pose barriers (although the participants were motivated to continue in spite of various obstacles).

Overall, another notable finding from this study was the majority of participants from URM groups attended an HBCU for their undergraduate education. In addition, undergraduate STEM experiences were often characterized by participants as 鈥渂eneficial鈥�. Undergraduate college advisors/professors and graduate major professors/advisors were highlighted as important (and influential) to pursuit of STEM degrees and career aspirations in STEM for URM graduate students in this study

The final phase of research for this project will include dissemination of surveys to T-PAC scholars designed to gain insight into their overall graduate experience and factors that impact their persistence and career aspirations. Data collection for this phase will also include qualitative data (e.g. individual interviews, and focus group interviews). In addition, this phase of the study will further address the RQ2 and RQ3 and the research hypotheses proposed relative to STEM identity, academic self-concept, self-efficacy, and motivation in STEM for T-PAC scholars.

Year 4 Research Study of the T-PAC Model

T-PAC Scholars across the three alliance institutions completed an online survey, and participated in individual and/or focus groups interviews. Scholars provided perspectives on factors that influenced their persistence in their graduate programs, career pursuit, and provided insight on undergraduate and graduate experiences. This phase of data collection for this project was discussed at the RSV as a way of gaining insight into the perspectives of the Scholars, particularly since they have been the focus of the interventions/activities. A mixed method design was used including both quantitative and qualitative data collection methods. The quantitative phases of the study included a survey questionnaire administered to graduate students and the qualitative phases included semi-structured, individual and/or focus groups interviews. More specifically, quantitative data included demographic information, and more general questions relative to participant鈥檚听 career aspirations,听听 influential听 factors听 to STEM听 persistence (undergraduate听听 and graduate听 level),听 and STEM undergraduate听听 and graduate听 experiences. Qualitative data provided more depth on the influence of factors highlighted by participants on STEM persistence and explored the ways traditionally underrepresented students in STEM experience graduate programs.

Both the survey questionnaire and interview protocol addressed the research questions and overall objectives of the project.听 Participants were audiotaped and/or videotaped for interviews. All participating institutions received IRB (Institutional Review Board) approval and participation was voluntary. Program participants completed an online survey via a link and data responses were aggregated through the Qualtrics (online software survey program).听 Quantitative data for this study was reported as descriptive statistics. The survey questionnaires addressed demographic information (age,听 gender,听 degree听 program,听 current听 institution, undergraduate institution, citizenship听 status,听 race/ethnicity,听 disability,听听 academic听 program听 and academic department) and career aspirations, undergraduate experiences,听 degree听 aspirations, advisor engagement,听听 any additional听 factors听 or reasons听 for听 their听 career aspirations.

Qualitative data presented in this study was based on interview data (individual and/or focus group). Data from interviews was transcribed and coded based on identification of words and phrases of the participants. An analysis of findings revealed that undergraduate STEM experiences, mentoring and support, and intrinsic motivation are the most influential factors for STEM degree persistence, pursuit of a graduate degree in STEM, STEM career aspirations, and STEM persistence for the traditionally underrepresented students in this study. These factors were also consistent across all three institutions with notable distinctions relative to the level of mentoring and support that program participants received at the HBCUs in comparison to the TWI.

Research questions driving this investigation were as follows:

1. What听 factors听 impact听 STEM URMs听 who听 are U. S. citizen鈥檚听 decision听 to pursue careers as STEM faculty at Historically Black Colleges and Universities听 (HBCUs)听 and Traditionally听 White听 Institutions听听 (TWIs)?

Preliminary data analysis revealed听 that听 the听 majority听 of participants听 across all institutions pursued STEM careers based on STEM undergraduate experiences (e.g. laboratory听 or similar听听 research experiences,听 supportive听听 faculty听 mentors听 and听 advisors).

They also discussed the role of factors during their graduate school experience (e.g. supportive faculty mentors and advisors, graduate teaching experiences, research experiences, funding opportunities) which influenced their interest and self-concept in STEM throughout their undergraduate experiences.

2. What factors determine STEM identity development for URM STEM U. S. citizen graduate students?

Preliminary data analysis revealed that participants view themselves as competent based on their interactions with faculty advisors and mentors, and experiences in STEM (e.g. Research experiences).听听 Moreover, when faculty advisors treated them with respect they viewed themselves as more competent in their field and described feeling competent and successful in STEM. This also influenced their perceptions of themselves as STEM professionals (more specifically for this project Scientists or Engineers) and their interest in STEM faculty positions. Attending conferences, networking and publishing also influence student鈥檚 self- concept in STEM.

3. Does STEM identity impact career choice and academic outcomes for URM U. S. citizens听听 in graduate programs across STEM disciplines?

Preliminary听 data analysis听 revealed听 that听 intrinsic听 motivation听 plays听 an important听听 role in听 student鈥檚听 career choice听 and听 academic听 outcomes.听 In addition,听听 faculty听听 advisors and mentors (from both undergraduate studies and graduate studies) are also very influential in their career choice.听 Based on research in science and engineering identity (or STEM identity) student鈥檚 persistence in STEM is influenced by their self-concept in STEM as well as perceptions of competence by their peers and faculty.听 The participants described experiences that made them feel like researchers or scientists听听 (e.g.听 publishing,听听 presenting听 research,听 attending conferences,听 networking听 with听 other听 STEM professionals,听 intrinsic听听 motivation, faculty support and encouragement) as major factors to their career choice and persistence听 in听 their听 graduate听 programs.

听Year 5 Research Study of the T-PAC Model

1)听听听 Research Goal A: Establish a systemic model that promotes community and joint mentorship of URM students across the alliance institutions.

Results:
The following factors promoted community and joint mentorship of URM students across the alliance institutions:

a)听听听听 Sense of belonging-Interacting with other graduate students outside of their own institutions graduate programs at professional development workshops, conferences and project AGEP meetings/retreats have provided students听 an opportunity to gain insight from both faculty and other students on how to address challenges, and better navigate their programs. Subsequently, this has fostered a sense of community and belong relative to graduate programs and graduate studies as a whole. Students have found it particularly helpful to share their stories and experiences which have made them feel as if they are 鈥渘ot alone鈥� since many of their experiences are similar. The support received as part of the community and mentorship has also been a motivating factor for persisting in their programs.

b)听听听 Funding opportunities-Access to funding for travel and research supplies has been a key factor in allowing students to engage in conferences and events where they had opportunities to network and interact with their peers, and researchers from other institutions. This has promoted a sense of community for the students particularly as this also allows them to interact with URMs that are at other institutions.

2)听听听 Research Goal B: Identify mitigating factors to persistence of URMs in STEM graduate degree programs and initiate a cross-collaborative model that provides academic, social, and emotional support to facilitate persistence and completion of graduate programs, as well as successful transitions into STEM academic careers.

The following mitigating factors influence persistence for URMS in STEM graduate programs

a)听听听听 Lack of resources (particularly supplies and equipment necessary for conducting their own research).

b)听听听 Lack of institutional support (unnecessary bureaucracy relative to accessing resources, etc.).

c)听听听听 Level of faculty-student rapport and relationship.

d)听听听 Lack of professional development opportunities (e.g. writing workshops, CV development workshops).

听The cross-collaborative model has provided students access to resources across alliance institutions (e.g. Miller Writing Center, Biggio Center, new faculty development seminars, financial planning seminars) which have helped students better navigate the challenges of graduate school. Moreover, mentor/mentee relationships across and within the institutions have provided students a level of support that they may not have received outside of the program. Scholars often reach out to faculty across and within the institutions for assistance with CV development, strategies for interviewing for positions, assistance with writing skills which is an important aspect for persistence.

3)听听听 Research Goal C: Initiate strategies that provide faculty mentors and advisors with tools for promoting retention and preparation for STEM faculty positions of URM STEM graduate students.

Below are strategies that promoted retention and preparation for STEM faculty positions for URM STEM graduate students

a)听听听听 Professional development workshops (e.g. time management seminars/workshops, financial planning seminars/workshops, ePortfolio development, conflict resolution seminar, active learning for teachers seminar).

b)听听听 Resources for oral/written comprehensive and qualifying exam preparation.

c)听听听听 Resources for conducting research (ordering lab animals, and equipment).

d)听听听 T-PAC program scholar (membership in a program that provides skills to promote faculty development).

e)听听听听 Opportunities to present research at multiple conferences (which increases likelihood of publications from research).

4)听听听 Research Goal D: Define STEM identity for URMs in STEM graduate programs and the impact that STEM identity has on engagement, motivation, persistence, and STEM faculty career selection.

For the purposes of reporting only science and engineering identity will be highlighted in the findings. Students were either in science or engineering graduate programs so it is most appropriate to modify the identity models to fit students degree programs and career aspirations. Below are factors that define science and engineering identity for URMs in STEM graduate programs:

a)听听听听 Undergraduate research experiences (seemed to play a key role in science and engineering identity more salient throughout graduate experiences).

b)听听听 Intrinsic and extrinsic motivation

c)听听听听 Family support during pre-college years (high expectations from family for pursuing careers in STEM).

d)听听听 Role models and mentors (particularly during undergraduate and graduate studies).

e)听听听听 Internship experiences (different from undergraduate research experiences) in field of interest.

Summary of Research Activities

This phase of the project reports on data analysis and any additional findings from the T-PAC scholar survey and interviews that add to the existing findings or literature. Overall, findings revealed that undergraduate STEM experiences, mentoring and support, and intrinsic motivation were the most influential factors for STEM degree persistence, pursuit of a graduate degree in STEM, STEM career aspirations, and STEM persistence for the traditionally underrepresented students in this study.

Data collection and Analysis

Methods and procedures

听听听听听听听听听听听 Survey questionnaire. The survey questionnaire administered addressed demographic information, career aspirations, undergraduate STEM experiences and graduate research experiences and productivity (Sauermann & Roach, 2012) and questionnaires were based on a review of the literature.听 The surveys also addressed advisor engagement, and career aspirations The survey questions on career aspirations were adapted from the Sauermann and Roach (2012) survey. Participants were asked to 鈥渃heck all that apply鈥� and the survey questionnaire included single-option, multiple-options and open-ended, unstructured response questions. In addition, the survey included questions on their experiences as undergraduates and graduate students in STEM. The first few questions on the survey addressed demographic information.

Focus group and individual semi-structured interviews. Participants engaged either in individual semi-structured interviews, focus group interviews, or both. Face-to-face, or virtual focus group and individual semi-structured interviews were arranged after each participant completed consent forms prior to participation in the interviews. Subsequently, the participants primarily directed the flow of the conversation. The interviews ranged from 30-60 minutes. All of the interviews were recorded digitally via audio recorder and/or videorecorder. Each participant provided a pseudonym and the interviewer only referred to participants by their pseudonyms throughout the interview. Audio recordings were transcribed manually, and checked for accuracy via the video recordings.

Quantitative Data Analysis. Descriptive data for this study were compiled from the online survey questionnaire responses from participants. Survey data was analyzed and represented using percentages based on responses to the survey.

Qualitative Data Analysis. Constant comparative analysis (Glaser & Strauss, 1967) was the technique used to analyze the qualitative data for emerging themes and patterns based on open-ended interview questions and focus group interviews. The responses to the open-ended interview questions were analyzed by taking significant units of textual evidence and categorizing this information. All of the raw data in transcripts was examined via open coding through the constant comparative strategy of data analysis.

Year 6 Research Study of the T-PAC Model

Research Goals:听

Research Goal A: Establish a systemic model that promotes community and joint mentorship of URM students across the alliance institutions.听

Research Goal B: Identify mitigating factors to persistence of URMs in STEM graduate degree programs and initiate a cross-collaborative model that provides academic, social, and emotional support to facilitate persistence and completion of graduate programs, as well as successful transitions into STEM academic careers.听

Research Goal C: Initiate strategies that provide faculty mentors and advisors with tools for promoting retention and preparation for STEM faculty positions of URM STEM graduate students.听

Research Goal D: Define STEM identity for URMs in STEM graduate programs and the impact that STEM identity has on engagement, motivation, persistence, and STEM faculty career selection.听

Students at AU and ASU participated in two surveys via Qualtrics. The first survey included students from AU n=6) and the second survey included 8 students (n=3 from ASU and n=5 from AU).听

1)听听听 Research Goal A (See Goals section above): This goal has been addressed through previous findings based on the scholars responses to questions in surveys and interviews. Sense of belonging, Interacting with other graduate students outside of their own institutions graduate programs at professional development workshops, conferences and project AGEP meetings/retreats have provided students an opportunity to gain insight from both faculty and other students on how to address challenges, and better navigate their programs. 听

2)听听听 Research Goal B (See Goals section above): The following mitigating factors influence persistence for URMS in STEM graduate programs:听

a) Work-life balance challenges听

b) Teaching courses/class load as a GTA听

c)听Time management听

d) Funding allocation (conferences, technology)听

3)听听听 Research Goal C (See Goals section above): 听

The T-PAC program provided professional development workshops on CV development the 2019 retreat and听 insights into what is expected for positions in academe.听

a) Career aspirations-Participants responses ranged from an interest in faculty teaching/research positions, government positions, industry, and other. For those that were interested in pursuing a career in academia the interest was based on wanting to gain knowledge to inform future generations. Participants also expressed interest in careers in industry because they believed there were more opportunities for advancement as opposed to academia. They also highlighted concerns with publishing and securing grant funding as reasons for not wanting to pursue a career in academia. For the most participants, scholars that had aspirations to become professors still have the same career goal.听

b)听听听 Career advisement-Participants were split on the role of their advisor/major professors in the career aspirations at this stage. Of those that responded, they expressed support from their major professors to pursue a career in academe. However, there was also a concern as to how to conduct the research they were interested in at the university level (since the topic they would like to explore would be more applicable to industry).听

Below are strategies that promoted retention and preparation for STEM faculty positions for URM STEM graduate students:听

a)听听听听 Professional development workshops (e.g. time management seminars/workshops, financial planning seminars/workshops, ePortfolio development, conflict resolution seminar, active learning for teachers seminar).听

b)听听听 Resources for oral/written comprehensive and qualifying exam preparation.听

c)听听听听 Resources for conducting research (ordering lab animals, and equipment).听

d)听听听 T-PAC program scholar (membership in a program that provides skills to promote faculty development).听

e)听听听听 Opportunities to present research at multiple conferences (which increases likelihood of publications from research).听

f)听听听听 Dissertation writing workshops听

4)听听听 Research Goal D (See Goals section above): For the purposes of reporting only, science and engineering identity will be highlighted in the findings. Students were either in science or engineering graduate programs so it is most appropriate to modify the identity models to fit students鈥� degree programs and career aspirations. Below are factors that define science and engineering identity for URMs in STEM graduate programs:听

a)听听听听 Undergraduate research experiences (seemed to play a key role in science and engineering identity more salient throughout graduate experiences).听

b)听听听 Intrinsic and extrinsic motivation听

c)听听听听 Family support during pre-college years (high expectations from family for pursuing careers in STEM).听

d)听听听 Role models and mentors (particularly during undergraduate and graduate studies).听

e)听听听听 Internship experiences (different from undergraduate research experiences) in field of interest.听

f)听听听听 Each of the participants viewed themselves as scientist or engineers. This is important to the professional and academic identity. Further research will explore the role this identity plays in cultivating their professional and academic identity as well as their self-efficacy as researchers in academe.听

Summary of Research Activities听

This phase of the project reports on all prior data analysis and any additional findings from the scholar survey and interviews that add to the existing findings or literature. Overall, findings revealed that undergraduate STEM experiences, mentoring and support, and intrinsic motivation were the most influential factors for STEM degree persistence, pursuit of a graduate degree in STEM, STEM career aspirations, and STEM persistence for the traditionally underrepresented students in this study. 听