Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB

This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were co...

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Bibliographic Details
Published in:Education sciences 2024-06, Vol.14 (6), p.647
Main Authors: Ramos, Hector V, Vu, Kim-Phuong L
Format: Article
Language:English
Subjects:
Analysis
BUILD
Careers
College students
Consortia
Education, Higher
Enrollments
Higher education
intent to pursue
Intervention
Learning
Occupations
Participation
propensity scores
research participation
School Holding Power
Science
science identity
Socioeconomic factors
STEM education
STEM intervention
STEM professions
Student Interests
Student retention
Success
Surveys
Undergraduate Students
Undergraduate Study
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Summary:This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were collected from students at California State University Long Beach (CSULB) to examine the effectiveness of the BUILD Scholars program. Both BUILD Scholars and non-BUILD students were surveyed. Propensity score matching was used to generate the non-BUILD comparison group. Multinomial logistic regression results revealed that students participating in the BUILD intervention were associated with significantly higher intent to pursue a career in science. Results also showed the importance of variables such as science identity and research participation when assessing interest in science careers. These findings have implications for STEM program evaluation and practice in higher education.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14060647