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Randomized Controlled Trial
. 2023 May 9;120(19):e2300463120.
doi: 10.1073/pnas.2300463120. Epub 2023 May 1.

Utility-value intervention promotes persistence and diversity in STEM

Michael W Asher  1 , Judith M Harackiewicz  1 , Patrick N Beymer  2 , Cameron A Hecht  3 , Liana B Lamont  4 , Nicole M Else-Quest  5 , Stacy J Priniski  6 , Dustin B Thoman  7 , Janet S Hyde  1   8 , Jessi L Smith  9
Affiliations
Randomized Controlled Trial

Utility-value intervention promotes persistence and diversity in STEM

Michael W Asher et al. Proc Natl Acad Sci U S A. .

Abstract

We tested the long-term effects of a utility-value intervention administered in a gateway chemistry course, with the goal of promoting persistence and diversity in STEM. In a randomized controlled trial (N = 2,505), students wrote three essays about course content and its personal relevance or three control essays. The intervention significantly improved STEM persistence overall (74% vs. 70% were STEM majors 2.5 y later). Effects were larger for students from marginalized and underrepresented racial/ethnic groups, who were 14 percentage points more likely to persist in STEM fields in the intervention condition (69% vs. 55%). Mediation analysis suggests that the intervention promoted persistence for these students by bolstering their motivation to attain a STEM degree and by promoting engagement with course assignments. This theory-informed curricular intervention is a promising tool for educators committed to retaining students in STEM.

Keywords: STEM diversity; STEM persistence; expectancy-value theory; psychological interventions.

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Conflict of interest statement

The authors declare no competing interest.

Figures

Fig. 1.
Fig. 1.
Percentage of students majoring in a STEM field 2.5 y postintervention, (A) by condition, and (B) by condition and URM status. Error bars represent ±1 SE.
Fig. 2.
Fig. 2.
How the intervention effect on STEM major unfolded over time. The percentage of students, by condition, who (A) reported a STEM major at the beginning and end of the intervention semester, (B) took two or more STEM courses each semester after introductory chemistry, and (C) majored in STEM 2.5 y later (the primary outcome variable); intervention effect, P = 0.008. The effect of the intervention on course taking was significant in the Spring of Year 2, P = 0.010 and was positive (but nonsignificant) in the Fall of Year 3, P = 0.086. *Percentages for Spring Year 1 only include students who took chemistry during the Fall semester; details in SI Appendix.
Fig. 3.
Fig. 3.
How the intervention effect on STEM major unfolded over time for URM students. The percentage of URM students, by condition, who (A) reported a STEM major at the beginning and end of the intervention semester; end-of-semester intervention effect, P = 0.145; (B) took two or more STEM courses each semester after introductory chemistry, and (C) majored in STEM 2.5 y later (the primary outcome variable); intervention effect, P = 0.020. The effect of the intervention on course taking was significant in the Fall of Year 2, P = 0.049, was positive (but nonsignificant) in the Spring of Year 2, P = 0.149, and was significant in the Fall of Year 3, P = 0.007.
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References

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