International Journal of STEM Education国际STEM教育杂志
International Journal of STEM Education(英文缩写 INT J STEM EDUC),ISSN 2196-7822,eISSN 2196-7822,中文译名:国际STEM教育杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 5.789 | Q1 |
| 2022 | 6.700 | Q1 |
| 2023 | 5.600 | Q1 |
| 2024 | 8.000 | Q1 |
| 2025 | 10.700 | Q1 |
International Journal of STEM Education 最新收录文献
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1. Negotiating belonging: a constructivist grounded theory of transfer students' experiences in STEM.
1. 协商归属感：对STEM领域转学生经历的一项建构主义扎根理论研究PMID:日期:2026-07-12A sense of belonging has been identified as a crucial predictor of persistence in undergraduate degrees. This construct is especially significant within the chilly environment of STEM fields since students' sense of belonging and recognition as rightful members of the academic community ultimately shape their educational trajectories. However, it has rarely been studied among community college (CC) transfer students attending highly selective universities. This population is of interest because CCs enroll students from underrepresented backgrounds at higher rates than four-year institutions, making transfer students a critical component in efforts to diversify the STEM workforce. Additionally, these students often face unprecedented challenges as compared to their "traditional" peers. We addressed this research gap by conducting semi-structured qualitative interviews with thirteen community college transfer students one and two years after transferring. Analyses applied constructivist grounded theory methodology to examine how these students described a sense of belonging and what experiences they drew from to assess their level of belonging in academic environments. Transfer students described their sense of belonging as a negotiated process involving internal motivators, values and perceptions, and the messaging received from external institutional, familial, and social factors. Particularly, participants' experiences of belonging were first marked by an orientation toward building it with some more concerned about their level of fit than others. By theorizing belonging as a negotiated process, this study shows how community college transfer students in STEM actively interpret academic environments, drawing from both internal motivation and external signals to negotiate a sense of belonging, with students' orientations toward belonging and internal alignment comprising a major contributing paradigm in the process. This work emphasizes the need to include opportunities for disciplinary exploration in transfer students' academic trajectories. Potential implications include the design of transfer pathways and advising structures that recognize belonging as dynamic, supporting students' identity work as central to academic success.
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2. Institutionalizing grant-funded interventions: a multiple case study examining long-term investments in science, technology, engineering, mathematics, and medicine (STEMM).
2. 将资助型干预措施制度化：一项多案例研究，考察对科学、技术、工程、数学和医学（STEMM）领域的长期投资PMID:日期:2026-06-08[中文摘要] 尽管资助机构投入了大量资金并鼓励项目采纳，但关于高等教育中拨款资助项目制度化的过程却知之甚少。本多案例研究考察了一项生物医学培训资助的受资助者如何致力于实现项目活动的制度化。案例包括美国10所不同类型的中学后教育机构（368名研究参与者），这些机构负责实施一项联邦资助项目，旨在采取全面、多层次的方法来吸引和留住不同背景的学生参与生物医学研究。运用先前关于高等教育制度化的理论框架，我们考察了嵌入型校园行动者如何诉诸制度化的两个决定因素：兼容性和互惠性。我们将制度资源确定为另一个决定因素。兼容性通常在资助提案阶段最早被寻求，而行动者通常在实施的后期阶段诉诸互惠性。制度资源在资助的所有阶段都会被寻求。在每个决定因素中，我们描述了嵌入型行动者用以促进拨款资助项目长期制度化所使用的策略和工具。我们还描述了各站点在努力获得兼容性、互惠性和资源过程中面临的共同挑战。旨在实现制度化的中学后科学培训倡议的领导者可以利用多种策略来增强兼容性、互惠共享利益和承诺资源，以继续、嵌入和/或扩展最初的倡议。在线版本包含补充材料，可在10.1186/s40594-026-00620-3获取。
[英文摘要] Although funding agencies make large investments and encourage program adoption, little is known about the process of institutionalizing grant-funded efforts in higher education. This multiple case study examined how grant-funded awardees of a biomedical training grant worked toward institutionalizing program activities. Cases included 10 diverse postsecondary institutions (368 study participants) across the United States charged with implementing a federal grant aimed at comprehensive and multi-level approaches to engage and retain students from diverse backgrounds in biomedical research. Employing prior frameworks on institutionalization in higher education, we examined how embedded campus agents appealed to two determinants of institutionalization: compatibility and mutualism. We identified institutional resources as an additional determinant. Compatibility is most commonly sought after as early as the grant proposal stage, while agents typically appealed to mutualism in the later stage of implementation. Institutional resources are sought throughout all stages of the grant. Within each determinant, we describe strategies and tools that embedded agents use to facilitate long-term institutionalization of grant-funded efforts. We also describe common challenges sites faced as they worked to obtain compatibility, mutualism, and resources. Leaders of postsecondary science training initiatives who aim to institutionalize efforts can utilize a variety of strategies to enhance compatibility, mutually shared benefits, and committed resources to continue, embed, and/or scale the original initiative. The online version contains supplementary material available at 10.1186/s40594-026-00620-3.
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3. A systematic review of STEM teacher recruitment and retention interventions.
PMID:日期:2025-07-01The worldwide problem of teacher recruitment and retention is particularly pronounced in STEM (Science, Technology, Engineering, and Mathematics) subjects, due in part to a lack of trainee teachers and to high rates of attrition. The teacher shortage has resulted in non-specialist teachers teaching STEM subjects and is likely to have a negative effect on the next generation of STEM students and STEM teachers. Numerous studies have outlined, and in some cases evaluated, recruitment and retention interventions, but to our knowledge a comprehensive review of interventions specifically aimed at recruiting STEM teachers has not yet been done. We reviewed 25 studies (9 recruitment, 11 retention, 5 both). Most interventions were financial (13/25), others included teacher education and alternative pathways. We evaluated study quality and the method each study used to assess intervention effectiveness. Financial incentives do not appear effective for recruitment despite being the most common incentive. Financial incentives seem to be more effective for retention; 3/9 higher quality studies found positive results. Findings for the other types of intervention were mixed and due to low design quality, not compelling. Our findings suggest that financial incentives might be effective for retention. Further research is needed to determine what interventions work for recruitment as the most common, financial incentives, do not appear effective. Studies investigating the efficacy of interventions need to be more rigorous with large sample sizes, comparison groups, and ideally randomised-control trials. There is also room for innovation as we did not find much evidence of novel intervention types.
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4. Helping mentors address scientific communication in STEM research training helps their mentees stay the course.
4. 帮助导师在STEM研究培训中解决科学传播问题，有助于他们的学员坚持到底PMID:日期:2024-08-28Scientific communication (SC) has important social-cognitive, behavioral, and career-related benefits for emerging researchers, but both mentors and mentees find development of SC skills challenging. Whether training mentors to effectively mentor development of SC skills could have a meaningful impact on mentees was not clear. The Scientific Communication Advances Research Excellence (SCOARE) project has conducted faculty training workshops in techniques for mentoring SC skills since 2018. To study indirect workshop effects of mentors' attendance at the SCOARE workshop on their matched PhD and postdoctoral mentees ( = 477), we surveyed mentees before and 6 months after their mentors attended and measured their social-psychological and behavioral outcomes. To examine the effectiveness of the workshop and to explore whether workshop effects vary based on mentee demographic characteristics, including home language variety (speaker of standardized English [STE], non-standardized English [NSTE], or another language [L2]), we conducted multilevel models. After adjusting baseline scores, mentees of mentors who attended SCOARE workshops (W +) were more engaged in speaking activities ( = 0 .30, = 0.016), had higher science identity ( = 0.20, = 0.048), and were less likely to reconsider their career due to SC skills (β = - 0.39, = 0.004) than mentees in the W- group. Across demographic groups, mentees of mentors who attended SCOARE workshops showed similar improvements in SC outcomes. Post-doctoral mentees, compared to doctoral mentees, had higher science identity and lower intention to pursue a non-research-intensive career. Comparing mentees of the 3 categories of home language variety, both the NSTE and L2 groups, compared to the STE group, were more likely to reconsider their careers due to SC skills and had a higher intention to pursue non-research-intensive careers both at baseline and post-workshop, suggesting the possibility of language background as a barrier to mentee career progression. Mentor training for SC skill development can improve social-psychological and behavioral outcomes for mentees, including science identity, frequency of speaking, and reconsideration of research careers due to concerns about SC.
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5. Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities.
5. 在六所研究型大学中，系统性优势与学生早期STEM课程的成绩结果存在显著关联PMID:日期:2024-02-23Large introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions. We examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students' first post-secondary STEM experiences. STEM course grades are typically lower than those in other disciplines; students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we must reckon with how pervasive structural barriers in STEM courses negatively shape the experiences of marginalized students. The online version contains supplementary material available at 10.1186/s40594-024-00474-7.
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6. The relation of representational competence and conceptual knowledge in female and male undergraduates.
PMID:日期:2023-06-21Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with = 515 undergraduates' conceptual knowledge about electromagnetism. Applying latent variable modeling, we found that students' representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation: = .54; latent correlation: = .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge. These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge. The online version contains supplementary material available at 10.1186/s40594-023-00435-6.
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7. Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States.
PMID:日期:2023-05-17Depression is one of the top mental health concerns among biology graduate students and has contributed to the "graduate student mental health crisis" declared in 2018. Several prominent science outlets have called for interventions to improve graduate student mental health, yet it is unclear to what extent graduate students with depression discuss their mental health with others in their Ph.D. programs. While sharing one's depression may be an integral step to seeking mental health support during graduate school, depression is considered to be a concealable stigmatized identity (CSI) and revealing one's depression could result in loss of status or discrimination. As such, face negotiation theory, which describes a set of communicative behaviors that individuals use to regulate their social dignity, may help identify what factors influence graduate students' decisions about whether to reveal their depression in graduate school. In this study, we interviewed 50 Ph.D. students with depression enrolled across 28 life sciences graduate programs across the United States. We examined (1) to what extent graduate students revealed their depression to faculty advisors, graduate students, and undergraduates in their research lab, (2) the reasons why they revealed or concealed their depression, and (3) the consequences and benefits they perceive are associated with revealing depression. We used a hybrid approach of deductive and inductive coding to analyze our data. More than half (58%) of Ph.D. students revealed their depression to at least one faculty advisor, while 74% revealed to at least one graduate student. However, only 37% of graduate students revealed their depression to at least one undergraduate researcher. Graduate students' decisions to reveal their depression to their peers were driven by positive mutual relationships, while their decisions to reveal to faculty were often based on maintaining dignity by performing preventative or corrective facework. Conversely, graduates performed supportive facework when interacting with undergraduate researchers by revealing their depression as a way to destigmatize struggling with mental health. Life sciences graduate students most commonly revealed their depression to other graduate students, and over half reported discussing depression with their faculty advisor. However, graduate students were reluctant to share their depression with undergraduate researchers. Power dynamics between graduate students and their advisors, their peers, and their undergraduate mentees influenced the reasons they chose to reveal or conceal their depression in each situation. This study provides insights into how to create more inclusive life science graduate programs where students can feel more comfortable discussing their mental health. The online version contains supplementary material available at 10.1186/s40594-023-00426-7.
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8. Mixed methods study of student participation and self-efficacy in remote asynchronous undergraduate physics laboratories: contributors, lurkers, and outsiders.
8. 学生参与度和自我效能感在远程异步本科物理实验室中的混合方法研究：贡献者、潜伏者和局外人PMID:日期:2023-05-17While laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. In this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory ( = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1) , who communicated with peers via instant messaging software and posted comments; (2) , who read discussions on instant messaging software without posting comments; and (3) , who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students' self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. While the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement.
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9. Undergraduate student perceptions of stress and mental health in engineering culture.
9. 工程文化中本科生对压力和心理健康的认知PMID:日期:2023-04-24Mental health for engineering undergraduates is an urgent topic for engineering educators. Narratives of engineering education requiring suffering may create or exacerbate problematic perceptions around stress and mental health in engineering. This study explored the roles of stress and mental health in engineering culture. We sought to explore: (1) how engineering students describe their experiences related to stress and mental health and (2) norms and expectations engineering students share about stress and mental health. Qualitative interview data were collected from 30 students who had previously responded to a college-wide survey. Codes related to experiences with stress and mental health in engineering were organized in a bioecological systems model and analyzed for emergent themes depicting engineering culture. The study identified three themes related to stress and mental health in engineering culture: (1) engineering workload as a defining stressor, (2) specific barriers that prevent engineering students from seeking help for mental health concerns, and (3) reliance on peers to cope with stress and mental health distress. Our analysis provided insight into how engineering students perceive norms around stress and mental health in engineering and how this impacts help-seeking for mental health challenges. These findings have important implications for developing interventions and positive cultures that support student mental health.
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10. Co-curricular engagement among engineering undergrads: do they have the time and motivation?
PMID:日期:2023-04-05Co-curricular activities are often touted as valuable STEM learning opportunities in higher education settings. Particularly in engineering, industry encourage and seek students with co-curricular experiences. However, many engineering undergraduates do not regularly participate in those experiences. Some researchers have suggested that the rigors of the curriculum leave little time for co-curriculars. Yet, little research has empirically examined the reality of the undergraduate students' involvement in co-curriculars. Thus, as an initial study, we situated our study in a large public university to explore students' motivations for co-curriculars. In this paper we report on our efforts to understand student perceptions about the value and costs of that involvement. We considered how undergraduate engineering students used their time and what motivated them to engage (or not) in co-curriculars using Expectancy-Value Theory (EVT). Students' motivation was investigated with a quantitative research methodology and complemented by interview data. Results of our motivation survey show that students who participated in co-curriculars perceived less cost than those who never participated. We also found that the achievement values of co-curriculars does not necessarily motivate student involvement. Interview data were used to further interpret quantitative data results. In the context of study findings and existent literature, we discuss several implications for future research and practice. First, we argue for a more granular investigation of student time use and its impact on co-curricular participation. Second, despite the potential for high impact outcomes, students who have never participated perceived high cost for co-curricular engagement. Those perceptions may aggravate inequitable engagement of student populations, including historically marginalized populations in the STEM field. Third, students do not necessarily associate co-curricular experiences with the types of achievement values and learning that institutions, alumni, and industry might consider most important. Thus, to build and support co-curricular programs that provide the holistic educational experiences and learning that are anticipated, research that supports design of co-curricular programs and policies to improve engagement and persistence in those programs for all students is necessary. The online version contains supplementary material available at 10.1186/s40594-023-00410-1.