Despite efforts to improve diversity in STEM career pathways, many demographic groups are still underrepresented based on ability status, gender identity, race and ethnicity, or sexual orientation; and this disproportional recruitment and retention manifests at every stage of the academic pipeline from undergraduate through professional appointments (Bernard & Cooperdock, 2018). Although many solutions to inequity have been proposed, research indicates that comprehensive mentoring and role modeling programs can improve women’s motivation and persistence in STEM (Haacker, 2015). However, comprehensive programs often consist of multiple components and require intensive resources (e.g., time, money, logistical support) that may limit their replicability and scalability (Komro, Flay, Biglan, & Wagenaar, 2016). Therefore, we conducted a randomized field experiment to one-of-three one-day professional development workshops to identify the critical elements of a prototypical comprehensive mentoring program for women: (a) exposure to STEM careers via female career role models; (b) training on how to maintain and grow their network of mentoring relationships; or (c) introduction to a local female scientist mentor. Here we show that the combination of all three elements were necessary to improve mentoring, motivational, and persistence outcomes.

Building optimal support programs: Evidence from a randomized field experiment

Poster Preview No. 1-17

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UI is excited to announce the rescheduled 12th Annual Conference on Understanding Interventions December 10 & 12, 2020! As you may recall, the original conference scheduled back in March 2020 had to be cancelled due the worsening global conditions, and further declaration of the COVID-19 pandemic. Stay tuned for details regarding the virtual conference.

On December 10, 2020 from 12:00-5:00pm (EST), and December 12, 2020 from 11:00am-5:00pm (EST), UI will host the Virtual 12th Annual Understanding Interventions Conference powered by Underline. Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

12th Conference on Understanding Interventions 2020

12th Annual Understanding Interventions Conference continues to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Workshops, sessions, and posters communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

Paul Hernandez

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Building optimal support programs: Evidence from a randomized field experiment

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