Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs Among Other Social-Cognitive Factors.

LIVING learning centers; STEM education; SOCIAL cognitive theory; TEACHER-student communication; COLLEGE majors; COURSE selection (Education); SELF-efficacy in students; DORMITORIES; COLLEGE student attitudes; VOCATIONAL guidance; UNIVERSITIES & colleges

The article presents research about the use of living-learning (L/L) programs to prevent student attrition in post-secondary science, technology, engineering, and mathematics (STEM) education majors. The authors ground their research in social cognitive career theory (SCCT) which examines the manner in which people choose careers or academic pursuits in selection of courses and majors. Topics include gender and racial disparities in STEM higher education programs, the 2007 sample population of college students in 46 U.S. universities and colleges, the importance of faculty-student interaction for vocational guidance, the impact of supporting residential environments, and student self-efficacy.