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Cited by 158Career Development and DiversityEducation, Achievement, and GiftednessHigher Education Research Studies

STEM enrichment programs and graduate school matriculation: the role of science identity salience

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Merolla, David M., Serpe, Richard T.·2013·Social Psychology of Education
DOI 10.1007/s11218-013-9233-7PMC PMC3932434
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Abstract

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

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Authors
Merolla, D. M., & Serpe, R. T.
Affiliations
  • Wayne State University (US)
  • Kent State University (US)
Corresponding author
Merolla, David M.
ORCID
Venue
Social Psychology of Education
Publisher
Springer Science and Business Media LLC
Published
2013-09-27
Volume
16
Issue
4
Pages
575-597
ISSN
  • 1381-2890 (ISSN-L)
  • 1573-1928
DOI
10.1007/s11218-013-9233-7
PMC
PMC3932434
OpenAlex
W1967465256
Cited by
158
References
6
Citations by year
2026: 7 · 2025: 16 · 2024: 18 · 2023: 22 · 2022: 13 · 2021: 17 · 2020: 22 · 2019: 11 · 2018: 10 · 2017: 8 · 2016: 8 · 2015: 4 · 2014: 2
FWCI
11.44
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Social Psychology of Education (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of General Medical Sciences (R44GM074316, R01GM075316, R43GM074316)
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Higher Education Research Studies
Keywords
science identity, identity salience, identity theory, research experience, college GPA, academic performance, science education policy, underrepresentation in STEM

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