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Science Faculty’s Support for Underrepresented Students: Building Science Capital

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Abstract

Despite underrepresentation patterns in women minorities in STEM fields, a growing number are completing degrees. Exploring factors which serve as contributors to success in science are critical to broaden participation. STEM college faculty can serve as key contributors to the success of these students and exploring ways that faculty support their students is important. This study aimed to understand ways that science faculty from a Northeast University believed they supported underrepresented students. Utilizing semi-structured interviews, six faculty and one advisor identified the critical factors that fostered success in their students. Using thematic analysis, key themes included the value of advising, mentoring, and networking; the importance of a supportive inviting environment; and targeted support programs as the salient factors. These factors align with current research but suggest that many college science faculty are not providing these resources for their students. While only a small sample, this study adds to the scant literature exploring how faculty provide support for underrepresented students in science.

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Authors and Affiliations

  1. Education, Queens University of Charlotte, Charlotte, NC, USA

    Robert Ceglie

  2. Harrisburg, USA

    Robert Ceglie

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  1. Robert Ceglie
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Correspondence to Robert Ceglie.

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Ceglie, R. Science Faculty’s Support for Underrepresented Students: Building Science Capital. Int J of Sci and Math Educ 19, 661–679 (2021). https://doi.org/10.1007/s10763-020-10090-w

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  • DOI: https://doi.org/10.1007/s10763-020-10090-w

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