Date on Senior Honors Thesis
5-2024
Document Type
Senior Honors Thesis
Degree Name
B.A.
Department
Biology
Author's Keywords
science identity; retention; feelings of belonging; pre-health; student success; focus groups
Abstract
Retention is a particularly pressing issue for undergraduate students, specifically those in pre-health programs or tracks. This can be affected by a students’ science identity, which is referred to as viewing oneself as a “science person.” This study focused on investigating science identity and influencing factors that can cause program or track change of pre-health students. Previous studies have investigated these factors regarding pre-health students applying to medical school, but this study opened the investigation to a variety of pre-health students and focused on characterizing students’ experiences prior to their health professional school applications. The analysis of peer-led focus group interviews was framed using Science Identity Model and Social Learning Theory frameworks. Analysis with a phenomenographic approach revealed recurring patterns and themes amongst the transcripts that indicated a strong science identity, feelings of support, and readily available resources are necessary for retention in pre-health programs or tracks. Feelings of competitiveness and disconnect, extensive campus involvement, necessary employment, unmet university expectations, and a desire for upper-level tutoring were identified as factors that result in students changing programs or tracks. These findings suggest for the continuation and expansion of resources that students believe aid in their success.
Recommended Citation
Humphreys, Taylor, "Investigating pre-health students’ science identity and the factors that influence them to change programs or tracks." (2024). College of Arts & Sciences Senior Honors Theses. Paper 320.
Retrieved from https://ir.library.louisville.edu/honors/320
Lay Summary
Continuation in programs or tracks is a pressing issue for undergraduate students, specifically pre-health students. This can be affected by a students’ science identity, which is referred to as viewing oneself as a “science person.” This study focused on investigating science identity and influencing factors that can cause program or track change of pre-health students. Previous studies have investigated these factors regarding pre-health students applying to medical school, but this study opened the investigation to a variety of pre-health students and focused on characterizing students’ experiences prior to their health professional school applications. Analysis revealed recurring patterns and themes amongst the transcripts that indicated a strong science identity, feelings of support, and readily available resources are necessary for students' continuation in pre-health programs or tracks. Feelings of competitiveness and disconnect, extensive campus involvement, necessary employment, unmet university expectations, and a desire for upper-level tutoring were identified as factors that result in students changing programs or tracks. These findings suggest for the continuation and expansion of resources that students believe aid in their success.
