Type of Document	Dissertation
Author	Price, Kasey Marie
Author's Email Address	kaseymarieprice@gmail.com
URN	etd-04062010-145605
Title	Undergraduate Women In STEM: Does Participation In STEM Extracurricular Programs Enhance Success Among Students?
Degree	Doctor of Education
Department	Educational Leadership and Policy Studies, Department of
Advisory Committee	Advisor Name Title Robert A. Schwartz Committee Chair Kathy Guthrie Committee Member Sande Milton Committee Member Susan K. Blessing University Representative
Keywords	Undergraduate Success Extracurricular Women in STEM Higher Education
Date of Defense	2010-04-01
Availability	unrestricted
Abstract Women have been underrepresented in the STEM fields since the 1650’s to today (Hunter, 2005). This study examined the extracurricular participation of undergraduate women, in Fall 2009, using both quantitative and qualitative methods, who were majoring in at least one (1) of the 49 STEM majors at Southeastern State University participated in STEM extracurricular programs and if any specific program contributed to success more than other programs. A second question was whether participation in an extracurricular program(s) influenced their success. Women who were older, had been enrolled more semesters, had more credit hours, and had families with higher incomes were more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Additionally, students who completed a high level of high school math, had a higher high school GPA, had received a regular high school diploma, and who had mothers with a higher level of education were also more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Students who had been enrolled in college seven (7) or more semesters, who had selected their current major within their first year of college, were more likely to be involved in STEM extracurricular activities. Students believe that their STEM extracurricular involvement helps them to be successful because it provided them with student relationships, opportunity for the future, advising relationships, mentorship, and exploration of the campus and larger community. This study may be useful for student affairs professionals and academics who take an active role in serving as advisors, mentors, and providers of STEM-related opportunities.
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