Utility-value intervention promotes persistence and diversity in STEM

Significance

Introductory college science courses are a common point of attrition from STEM fields, particularly for students from marginalized backgrounds. To address this problem, we tested a psychological intervention in an introductory chemistry course. The intervention consisted of three short writing assignments that encouraged students to reflect on the relevance of course topics to their own interests, values, and goals. The intervention increased the number of students majoring in STEM fields (measured 2.5 y later) by 4 percentage points overall, and by 14 percentage points among students from marginalized and underrepresented racial/ethnic groups. This intervention can serve as a first step toward developing science curricula that align with diverse undergraduates’ needs, goals, and interests, and thereby broaden participation in STEM.

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.