Background
Women and ethnic minorities remain underrepresented in science, technology, engineering, and math (STEM) fields. The goal of this pilot study is to better understand the beliefs and experiences of underrepresented US students pursuing STEM. Our focus was to gain insights into their mentorship experiences and preferences regarding having mentors who are gender and ethnicity matched. Environmental and psychological factors associated with participants’ decision to pursue STEM, such as family influences, academic mindsets, and attitudes towards STEM, were also studied.

Methods
We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students’ views on their STEM participation. We surveyed members of a STEM-focused non-profit who were in college, graduate school, or were recent graduates.

Results
Forty-eight adults currently pursuing STEM responded to the survey. The majority (71%) were female and nearly all (96%) identified as an ethnic minority. Most reported knowing someone of their same gender (68%) or ethnicity (66%) with a STEM career who served as a role model. The majority (54%) stated that meeting a STEM professional of their own gender and ethnicity would be effective encouragement to pursue STEM. A similar percentage (56%) believed that media exposure to gender- and ethnicity-matched STEM professionals would be effective encouragement. Most (73%) demonstrated a growth mindset and had strong family support to pursue STEM (68%). Only two-thirds (66%) felt they belonged in STEM careers, and 30% agreed that people in their STEM classes are a lot like them.

Conclusion
This study contributes additional information on the views and experiences of diverse students actively pursuing STEM. Most participants indicated the importance of meeting and being mentored in STEM by those of their same gender and ethnicity, either in person or through media. Future educational efforts to increase STEM diversity should consider students’ mentorship preferences and facilitate interactions with matched-background mentors accordingly, with consideration given to the use of media. Educators should focus on inclusive learning by highlighting the accomplishments of diverse STEM professionals, to help strengthen feelings of STEM belonging.



中文翻译：

---

影响STEM领域代表性不足的学生参与的因素：相匹配的导师和心态

背景
技术在科学，技术，工程和数学（STEM）领域，妇女和少数民族人数仍然不足。这项初步研究的目的是更好地了解追求STEM的代表性不足的美国学生的信念和经验。我们的重点是深入了解他们的导师经历和关于让性别和种族相匹配的导师的偏好。还研究了与参与者决定参加STEM相关的环境和心理因素，例如家庭影响力，学术思维方式和对STEM的态度。

方法
我们基于已发表的文献和已建立的工具开发了一种调查工具，包括对STEM归属，科学身份和成长心态的评估，以及评估学生对其STEM参与看法的评估。我们对以STEM为重点的非营利组织的成员进行了调查，这些成员在大学，研究生院或应届毕业生中。

结果
当前追求STEM的48位成年人对此调查做出了回应。大多数（71％）是女性，几乎所有（96％）被确定为少数民族。大多数人报告知道自己是具有相同性别（68％）或种族（66％）的具有STEM职业的人作为榜样。多数人（54％）表示，与自己性别和种族的STEM专业人士会面会有效地鼓励他们从事STEM。相似的百分比（56％）认为，媒体接触与性别和种族相匹配的STEM专业人士将是有效的鼓励。大多数（73％）表现出成长的心态，并拥有强大的家庭支持来追求STEM（68％）。只有三分之二（66％）的人认为自己属于STEM职业，而30％的人认为他们在STEM课程中的人很像他们。

结论
这项研究为积极追求STEM的多样化学生的观点和经验提供了更多信息。大多数参与者表示，亲自或通过媒体与具有相同性别和种族的人进行会议并接受STEM指导的重要性。未来为提高STEM多样性而进行的教育工作应考虑学生的指导偏好，并相应地促进与背景匹配的指导者的互动，同时考虑使用媒体。教育工作者应通过强调多元化的STEM专业人士的成就来关注包容性学习，以帮助增强STEM归属感。