Assessing Barriers to Participation in High-Impact Practices among STEM majors

Abstract

This study sought to improve understanding of the impacts of high-impact educational practices on underrepresented or underserved student groups in STEM majors. The participants in this study were undergraduate students, faculty, and administrators at a large, public university located in the southern United States. This study utilized an explanatory sequential mixed-methods design. The first phase was a quantitative analysis of existing databases using descriptive statistics and correlational relationships to examine differences in HIP participation rates among STEM majors. The second phase was a qualitative analysis that used a collective case study method to explore the barriers encountered by various student groups when participating in HIPs. The qualitative portion also aimed to make meaning of the value and context that HIPs provided to student groups. It was concluded that students participate in HIPs at the university at significantly different rates, in particular underrepresented students and male students. Barriers to participation identified by underrepresented students interviewed included financial, time, navigational, and cultural/social barriers. Students and administrators interviewed in this study provided context for how different student groups perceive value of HIP participation, and how certain aspects of HIP administration can also be a barrier to involvement. Based on these findings, recommendations to improve access to HIPs for all student groups included, but are not limited to, financial assistance for direct HIP participation, shortened time requirements, improvements in how HIPs are marketed to students, audits of HIPs for equity issues, and the education of HIP administrators on the outcomes that underrepresented student groups are expecting from a high quality HIP experience.