Individual and Campus Factors Associated with Institutional Commitment among Black Students in STEM Programs

Abstract

Black students have faced historical underrepresentation in higher education, particularly in science, technology, engineering, and mathematics (STEM) programs. While many Black students declare interest in STEM fields, universities retain too few Black students to graduation. The current study used survey data and a series of regression analyses to test predictors of institutional commitment among n=116 Black undergraduate and graduate students at a research-intensive Predominantly White Institution (PWI). Science identity and higher satisfaction with program and university climates were positively and statistically significantly linked to increased institutional commitment. We also show that these relationships vary between undergraduate and graduate students and between different types of STEM disciplines (i.e., social/behavioral sciences and other STEM disciplines). Efforts must be made at the individual, program, and university levels to support the retention of underrepresented students in STEM programs, with attention paid to the unique experiences of Black students in varying disciplines and degree programs. Study findings should be interpreted in light of the single-institution sample, which may limit generalizability.