Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors

作者：Jeffrey P. Maloy, Monika Kwapisz, Bryce Hughes · 发表于：CBE—Life Sciences Education · 年份：2022 · DOI：10.1187/cbe.21-05-0136 · 被引用次数：105 · 研究领域：Career Development and Diversity、Gender and Technology in Education、Higher Education Research Studies

= 117) continue in STEM majors at a rate ∼10% lower than their cisgender peers. This gap persists despite TGNC students' high levels of academic ability and academic self-confidence. Through multilevel regression modeling, we found this difference is not explained by experiences that have predicted the likelihood of cisgender students leaving STEM. The only significant predictor of STEM attrition for TGNC students in our model was whether they sought personal counseling; TGNC students who more frequently sought personal counseling were 21% less likely to remain in STEM majors. Overall, TGNC students leave STEM at rates similar to or higher than other minoritized groups, building the case for a multifaced, intersectional approach to addressing diversity and equity in the preparation of the future STEM workforce.