A Cultural Mismatch Intervention to Increase Science Self-Efficacy Among STEM College Students.

ABSTRACT: Cultural Mismatch Theory (CMT) suggests mismatch between interdependent home norms and independent school norms can hinder academic success for historically marginalized (HM) students who are more likely to be first-generation college students and underrepresented in science, technology, engineering, and math (STEM). The effectiveness of a CMT intervention to increase science self-efficacy was tested among 213 (M_age = 22.99, SD = 5.74; 8.2% HM) STEM majors from a community college and baccalaureate-granting institution. CMT intervention students reported higher science self-efficacy relative to the control group. The findings support scalable CMT interventions to address STEM workforce disparities.

SUBMITTER: Guan SA 

PROVIDER: S-EPMC10836422 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature