Understanding the Motivation of Female Ph.D. Students to Enroll and Persist in STEM-Related Fields
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Date
2018-09-06
Authors
Witherspoon, Lauren
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
The study used a sequential explanatory mixed methods research design to examine the motivational and behavioral factors that underlie underrepresented female Ph.D. students’ decisions to enroll and persist in STEM-related fields. Quantitative survey data were collected using the Motivated Student Learning Questionnaire (MSLQ) along with five social and emotional well-being open-ended questions. Qualitative data were collected through focus groups. The self-regulated learning framework was used to examine the motivation/affect, behavior, and contextual factors used to inform the investigation. Findings from the study suggest specific supports that universities could implement to increase the enrollment and persistence of female Ph.D. students in STEM-related fields.