The Role of Living–Learning Programs in Women’s Plans to Attend Graduate School in STEM Fields |
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| Authors: | Katalin Szelényi and Karen Kurotsuchi Inkelas |
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| Institution: | (1) Department of Leadership in Education, University of Massachusetts Boston, Wheatley Hall, First Floor, Room 77I, 100 Morrissey Blvd, Boston, MA 02125, USA;(2) Department of Counseling and Personnel Services, University of Maryland, College Park, MD, USA |
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| Abstract: | This paper examines the role of living–learning (L/L) programs in undergraduate women’s plans to attend graduate school in
STEM fields. Using data from the 2004–2007 National Study of Living Learning Programs (NSLLP), the only existing multi-institutional,
longitudinal dataset examining L/L program outcomes, the findings show that women’s participation in women-only STEM-focused
L/L programs is positively associated with STEM graduate school aspirations, in comparison to residing in co-educational STEM
L/L programs, all other L/L programs, and traditional residence halls. Socially supportive residence hall climates and women’s
self-assessments as performing better than men in STEM contexts were also positively associated with STEM graduate school
plans, while academically supportive residence hall climates and visiting the work setting of a STEM professional held negative
relationships with the outcome. Implications are discussed for L/L programs and the utility of women-only programming within
coeducational institutions of higher education. |
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