Asai, D. J. (2020). Race matters. Cell, 181(4), 754–757. https://doi.org/10.1016/j.cell.2020.03.044

Article  Google Scholar 

Bandura, A. (2001). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 154–196)

Barratt, W. (2012). The Barratt Simplified Measure of Social Status (BSMSS): Measuring SES. Unpublished manuscript, Indiana State University. Retrieved from http://socialclassoncampus.blogspot.com/2012/06/barratt-simplified-measure-of-social.html

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173

Article  Google Scholar 

Boyd, S. J., Corbin, W. R., & Fromme, K. (2014). Parental and peer influences on alcohol use during the transition out of college. Psychology of Addictive Behaviors, 28(4), 960–968. https://doi.org/10.1037/a0037782

Article  Google Scholar 

Cataldi, E. F., Bennett, C., & Chen, X. (2018). First-generation students college access, persistence, and postbachelor’s outcomes (NCES 2018–421). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. https://nces.ed.gov/pubs2018/2018421.pdf

Chen, X., & Soldner, M. (2013). STEM Attrition: College students’ paths into and out of STEM fields (NCES 2014–001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. http://nces.ed.gov/pubs2014/2014001rev.pdf

Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155–159.

Article  Google Scholar 

Cridge, B. J., & Cridge, A. G. (2015). Evaluating how universities engage school students with science. Australian Universities’ Review, 57(1), 34–44.

Google Scholar 

Critcher, C., & Ferguson, M. (2016). “Whether I like it or not, it’s important” Implicit importance of means predicts self-regulatory persistence and success. Journal of Personality and Social Psychology, 110(6), 818–839. https://doi.org/10.1037/pspa0000053

Article  Google Scholar 

Duda, C. (2017). Determine whether to declare a major on college applications. U.S. News and World Report. https://www.usnews.com/education/blogs/college-admissions-playbook/articles/2017-07-03/determine-whether-to-declare-a-major-on-college-applications

Ericson, B. (2023). Four ways to add active learning to computing courses. Communications of the ACM, 66(2), 26–29. https://doi.org/10.1145/3576930

Article  Google Scholar 

Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., Hurtado, S., John, G. H., Matsui, J., McGee, R., Okpodu, C. M., Robinson, T. J., Summers, M. F., Werner-Washburne, M., & Zavala, M. (2016). Improving underrepresented minority student persistence in STEM. CBE – Life Sciences Education, 15(3), es5.

Article  Google Scholar 

Fan, W., Williams, C. M., & Wolters, C. A. (2012). Parental involvement in predicting school motivation: Similar and differential effects across ethnic groups. The Journal of Educational Research, 105(1), 21–35. https://doi.org/10.1080/00220671.2010.515625

Article  Google Scholar 

Gansemer-Topf, A. M., Kollasch, A., & Sun, J. (2017). A house divided? Examining persistence for on-campus STEM and non-STEM students. Journal of College Student Retention: Research, Theory & Practice, 19(2), 199–223. https://doi.org/10.1177/1521025115611671

Article  Google Scholar 

Gibson, A. D., Siopsis, M., & Beale, K. (2020). Improving persistence of STEM majors at a liberal arts college: Evaluation of the Scots Science Scholars program. Journal of STEM Education: Innovations & Research, 20(2), 6–13.

Google Scholar 

Gonzalez, K., Schen, M., & Stavnezer, A. J. (2022). A collaborative effort to retain underrepresented students in STEM. AAC&U Annual Conference on Diversity, Equity, and Student Success. New Orleans, LA.

Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1972–1995. https://doi.org/10.1080/09500693.2016.1220690

Article  Google Scholar 

Guenther, M., Johnson, J., & Sawyer, T. (2019). The KEYSTONE program: A model for STEM student success and retention at a small liberal arts college. Journal of College Science Teaching, 048(06). https://doi.org/10.2505/4/jcst19_048_06_8

Hall, C., Dickerson, J., Batts, D., Kauffmann, P., & Bosse, M. (2011). Are we missing opportunities to encourage interest in STEM fields? Journal of Technology Education, 23(1).https://doi.org/10.21061/jte.v23i1.a.4

Hunt, C., Collins, B., Wardrop, A., Hutchings, M., Heaslip, V., & Pritchard, C. (2018). First- and second-generation design and engineering students: Experience, attainment and factors influencing them to attend university. Higher Education Research & Development, 37(1), 30–43. https://doi.org/10.1080/07294360.2017.1342607

Article  Google Scholar 

Huziak-Clark, T., Sondergeld, T., van Staaden, M., Knaggs, C., & Bullerjahn, A. (2015). Assessing the impact of a research-based STEM program on STEM majors’ attitudes and beliefs. School Science and Mathematics, 115(5), 226–236. https://doi.org/10.1111/ssm.12118

Article  Google Scholar 

Jackson, G., Gottlieb, J., Eicke, D., & McNaughtan, J. (2022). The role of outcome expectations and subjective task value in selecting a STEM major among women and men: Implications for practice and defining STEM. Journal of Women and Minorities in Science and Engineering. https://doi.org/10.1615/JWomenMinorScienEng.2022038762

Article  Google Scholar 

Kamen, E., & Leri, A. (2019). Promoting STEM persistence through an innovative field trip-based first-year experience course. Journal of College Science Teaching, 49(2).https://doi.org/10.2505/4/jcst19_049_02_24

Kelsky, K. (2015). The professor is in: The essential guide to turning your Ph.D. into a job (First edition). Three Rivers Press.

Kuh, G. D., & Hu, S. (2001). Learning productivity at research universities. The Journal of Higher Education, 72(1), 1–28. https://doi.org/10.2307/2649131

Article  Google Scholar 

Lazio, R., & Ford, H. (2019). The U.S. needs to prepare workers for STEM jobs. Society for Human Resource Management. https://www.shrm.org/hr-today/news/hr-magazine/summer2019/pages/the-u.s.-needs-to-prepare-workers-for-stem-jobs.aspx

Lent, R. W., Miller, M. J., Smith, P. E., Watford, B. A., Hui, K., & Lim, R. H. (2015). Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity. Journal of Vocational Behavior, 86, 77–85. https://doi.org/10.1016/j.jvb.2014.11.004

Article  Google Scholar 

Lent, R. W., Ezeofor, I., Morrison, M. A., Penn, L. T., & Ireland, G. W. (2016). Applying the social cognitive model of career self-management to career exploration and decision-making. Journal of Vocational Behavior, 93, 47–57. https://doi.org/10.1016/j.jvb.2015.12.007

Article  Google Scholar 

Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology, 65(1), 17–35. https://doi.org/10.1037/cou0000243

Article  Google Scholar 

Majka, E. A., Guenther, M. F., & Raimondi, S. L. (2021). Science bootcamp goes virtual A compressed interdisciplinary online cure promotes psychosocial gains in STEM transfer students. Journal of Microbiology & Biology Education, 22(1), 221–2353.

Article  Google Scholar 

Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441

Article  Google Scholar 

National Student Clearinghouse Research Center. (2022, June). Persistence and retention: Fall 2020 beginning postsecondary student cohort.https://nscresearchcenter.org/wp-content/uploads/PersistenceRetention2022.pdf

Onuma, F. J., Berhane, B., & Fries-Britt, S. L. (2020). 'I’ve always been in private school’: The role of familial norms and supports in Black immigrant students’ preparation for STEM majors. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000285

Article  Google Scholar 

Peterson, P. E., Woessmann, L., Hanushek, E. A., & Lastra-Anadon, C. X. (2011). Globally challenged: Are U.S. students ready to compete? The latest on each state’s international standing in math and reading. (PEPG Report No.: 11.03). Harvard Kennedy School.

President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President.

Rine, P. J. (2014). Strengthening the STEM pipeline: The contributions of small and mid-sized independent colleges. The Council of Independent Colleges. https://www.cic.edu/r/cd/Reports/CIC-STEM-Pipeline-2014.pdf

Rodrigues, S., Jindal-Snape, D., & Snape, J. (2011). Factors that influence student pursuit of science careers: The role of gender, ethnicity, family and friends. Science Education International, 22(4), 266–273.

Google Scholar 

Ruff, C., & Jones, B. (2016). Becoming a scientist: Using first-year undergraduate science courses to promote identification with science disciplines. International Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.20429/ijsotl.2016.100212

Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge/Taylor & Francis Group.

Google Scholar 

Seymour, E., & Hunter, A.B. (2020, October 27). Talking about leaving revisited: Dimensions of STEM persistence. AAAS SEA Change Institute, Washington, D.C.

Seymour, E., & Hunter, A.B. (Eds.). (2019). Talking about leaving revisited: Persistence, relocation, and loss in undergraduate STEM education. Springer International Publishing. https://doi.org/10.1007/978-3-030-25304-2

Sheu, H.-B., & Lent, R. W. (2015). A social cognitive perspective on career intervention. In P. J. Hartung, M. L. Savickas, & W. B. Walsh (Eds.), APA handbook of career intervention, Volume 1: Foundations. (pp. 115–128). American Psychological Association. https://doi.org/10.1037/14438-007

Simonson, S. R. (Ed.). (2019). POGIL: An introduction to process oriented guided inquiry learning for those who wish to empower learners (First edition). Stylus.

Smith, C. E., & Cribbie, R. A. (2013). Multiplicity control in structural equation modeling: Incorporating parameter dependencies. Structural Equation Modeling: A Multidisciplinary Journal, 20(1), 79–85. https://doi.org/10.1080/10705511.2013.742385

Article  Google Scholar 

Soldner, M., Rowan-Kenyon, H., Inkelas, K. K., Garvey, J., & Robbins, C. (2012). Supporting students’ intentions to persist in STEM disciplines: The role of living-learning programs among other social-cognitive factors. The Journal of Higher Education, 83(3), 311–336. https://doi.org/10.1353/jhe.2012.0017

Article  Google Scholar 

Taskinen, P., Schutte, K., & Prenzel, M. (2013). Adolescents’ motivation to select an academic science-related career: The role of school factors, individual interest, and science self-concept. Educational Research and Evaluation, 19(8), 717–733. https://doi.org/10.1080/13803611.2013.853620

Article  Google Scholar 

Tesla is hiring, & engineers want to work for Elon Musk. (2020, August 26). CleanTechnica. https://cleantechnica.com/2020/08/25/tesla-is-hiring-engineers-want-to-work-for-elon-musk/

Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1–19. https://doi.org/10.2190/4YNU-4TMB-22DJ-AN4W

Article  Google Scholar 

U.S. Bureau of Labor Statistics. (2022). Employment projections: Employment in STEM occupations. https://www.bls.gov/emp/tables/stem-employment.htm

Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081–1121. https://doi.org/10.3102/0002831213488622

Article  Google Scholar 

Watt, H. M. G., Hyde, J. S., Petersen, J., Morris, Z. A., Rozek, C. S., & Harackiewicz, J. M. (2017). Mathematics—a critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles, 77(3–4), 254–271. https://doi.org/10.1007/s11199-016-0711-1

Whitehead, A. (2018). Examining the influence of close social groups on first-year college student STEM major selection. Journal of Mason Graduate Research, 5(2), 1–27. https://doi.org/10.13021/G8jmgr.v5i2.1963

Whitehead, A., & Kitsantas, A. (2017). Social group influences on undergraduate major selection and persistence in STEM [Poster]. 2017 APA Annual Convention, Washington, DC.

Whitehead, A., Morrison, J., & Schen, M. (2021). Close social subgroup influence on STEM degree persistence at a small liberal arts college. AAC&U Annual Conference on Transforming STEM Higher Education. Virtual meeting.

Whitehead, A., & Ives, S. (2021). Student perception of close social subgroup influence on STEM degree persistence. College Student Journal, 55(2), 145–162.

Google Scholar 

Whitehead, A. (2019). Examining relationships among undergraduates’ close social group influences, motivation, and STEM degree persistence [Dissertation]. George Mason University.

Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661–684.