Underrepresented Undergraduates in STEM


Women and minorities represent a majority of the workforce, but they are significantly underrepresented in science, engineering, and technology fields.  Professor Bill Trent is leading three studies examining this important issue. 

 

Underrepresented Undergraduates in STEM at Large Research Universities: From Matriculation to Degree Completion

This three-year study examines the matriculation, persistence, and degree attainment of full-time, first-time enrolled women, minorities, and low-income undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) fields at a consortium of large research universities. Both quantitative and qualitative methods are used to comprehensively examine factors and programs that impact underrepresentation in these fields at universities that are significant producers of the nation’s STEM degrees. Consideration is given to individual, institutional, and cross-cutting factors. This study contributes to institutional effectiveness by identifying structural impediments to persistence in STEM fields and suggesting changes in practice and policy.

Supported by the National Science Foundation

 

Underrepresented Undergraduates in STEM: From Matriculation to Degree Completion at Large, Research-Intensive, Public Universities

This study examines the matriculation, persistence, and degree attainment of first-time women, minorities, and low-income undergraduate students in STEM (science, technology, engineering, and mathematics) fields at large, research-intensive, public universities from 1999 to 2005. The following ‘opt in’ and ‘filtering out’ questions are addressed: (1) What factors influence students’ entrance into the STEM fields?; and (2) Are there specific courses embedded early in the STEM curriculum that restrict or reduce persistence? The results of this study contribute to institutional effectiveness by identifying structural impediments and offering policy improvements that satisfy both educational and diversity goals.

Supported by the Alfred P. Sloan Foundation

 

Underrepresented Undergraduates in STEM: The Impact of Recruitment and Retention Intervention Programs at Large, Research-Intensive, Public Universities

This project contributes to understanding of key factors affecting underrepresented students’ matriculation and degree completion in Science, Technology, Engineering and Mathematics (STEM) fields. It seeks insights on how postsecondary institutions can use interventions to promote persistence and attainment. Findings will inform policymakers and postsecondary administrators about “successful” interventions. Programmatically, the results can help inform the development and implementation of interventions to attract and retain underrepresented students. The study aids in identifying how interventions offered by institutions impact underrepresented students’ enrollment, persistence, and success in STEM fields.

Supported by the Ford Foundation

 

 

Women in STEM Fields Events

  • The Illinois P-20 Longitudinal Policy Research Summit
    Tue, Nov 17, 2009 10am - 3pm
    The Forum on the Future of Public Education will host a summit of policymakers, practitioners, researchers, and other stakeholders to identify critical research questions and provide recommendations for Illinois’ research agenda and data integration efforts.

Women in STEM Fields Research Lead

  • William T. Trent, Ph.D.
    Professor, Educational Policy Studies
    Professor, Sociology
    College of Education, University of Illinois
    Research Profile
    As a Professor of Educational Policy Studies and Sociology, Dr. Trent’s past research has focused on: 1) Educational Inequality: school desegregation effects (K-12, postsecondary), benefits and consequences, social organization of schools, status attainment research, co- and extracurricular activities, comparative education; 2) Race and Ethnicity: social stratification and mobility, equality of opportunity; and 3) Complex Organization/Social Change/Policy. Prof. Trent is principal investigator for an Educational Reform Project focused on understanding the role of race, ethnicity, class and gender in school reform. He has also recently served as an expert witness on a court appointed panel in Vaughns, et. al. v. Board. of Education of Prince Georges County, Maryland.