Individual and Campus Factors Associated with Institutional Commitment among Black Students in STEM Programs
Bibliographic record
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".