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Peer-reviewed article

Coming out in STEM: Factors affecting retention of sexual minority STEM students

March 14, 2018 | Informal/Formal Connections
Using a national longitudinal survey data set from the Higher Education Research Institute, this study tested whether students who identified as a sexual minority (for example, lesbian, gay, bisexual, or queer) were more or less likely to persist after 4 years in science, technology, engineering, and mathematics (STEM) fields, as opposed to switching to a non-STEM program, compared to their heterosexual peers. A multilevel regression model controlling for various experiences and characteristics previously determined to predict retention in STEM demonstrated that, net of these variables, sexual minority students were 8% less likely to be retained in STEM compared to switching into a non-STEM program. Despite this finding, sexual minority STEM students were more likely to report participating in undergraduate research programs, and the gender disparity in STEM retention appears to be reversed for sexual minority STEM students.

TEAM MEMBERS

  • Bryce Hughes
    Author
    Montana State University
  • Citation

    DOI : 10.1126/sciadv.aao6373
    Publication Name: Science Advances
    Volume: 4
    Number: 3
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Undergraduate/Graduate Students | Scientists | Learning Researchers
    Environment Type: Higher Education Programs
    Access and Inclusion: LGBTQIA

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