Making the Connection: The Impact of Support Systems on Female Transfer Students in Science, Technology, Engineering, and Mathematics (STEM).

The availability of student support systems and mentee-mentor relationships provide effective ways to increase the representation of women in STEM areas (Creamer & Laughlin, 2005). Support systems allow students the opportunity to engage in discussion and activities with individuals. including family, faculty, staff, or administrators with whom they feel comfortable. In this qualitative study, five female community college transfer students in STEM disciplines were interviewed. The female students were asked to describe and make meaning of their support systems and the impact of these support systems on their decision to pursue and persist through their respective STEM discipline. The female students described their support systems on three different levels: family, faculty and advisors. ********** Several approaches have been identified to increase the number of women in STEM disciplines. The approaches range from ensuring that students are academically prepared and competent in math and science areas (Jackson & Lannan, 2011; Jackson & Laanan, in press; Oaks, 1990) to dismantling the "chilly" climate in math and science-based classrooms (Market, 1996; Rypisi, Malcoln, & Kim, 2009). "Gendered" societies, which consist of societal norms and expectations of what is appropriate for females and males, have also been acknowledged as hindering the involvement of females in STEM areas (Seymour, 1995). Support systems and mentee-mentor relationships have been recognized as having a positive impact on female community college transfer students in math and science areas (Creamer & Laughlin, 2005; Jackson & Laanan, 2011) and can assist in uncovering gendered layers that have subliminally discouraged women from pursuing STEM areas of study. The purpose of this qualitative study is to explore the impact of support systems on the experiences of female community college transfer students in STEM majors at a Mid-western research university. More specifically, five female community college transfer students in STEM disciplines were interviewed to understand how they describe and make meaning of their support systems and the impact of these support systems on their decision to pursue and persist through a STEM major at a research university. The following research question guided this study: How do community college transfer students describe and make meaning of their support systems while pursuing a STEM degree? Review of literature The relationship between support systems and student success has been well documented in higher education literature (Ashby, 2006; Creamer & Laughlin, 2005; Jackson & Laanan, 2011; Subramaniam & Wyer, 1998). The importance of these systems and relationships are even more essential when referring to a population that has experienced challenges entering and persisting through STEM areas of study. Gender inequity regarding the disproportionate representation of females in higher education, more specifically in STEM disciplines, continues to be one of the most significant challenges in colleges and universities (Rypisi, Malcom, & Kiln, 2009). Although women make up 51% of the U.S. population (U.S. Census Bureau, 2010) and are "attending higher education institutions in record numbers" (Reyes, 2012), they still remain underrepresented in STEM. According to the American Association of University Women (2010), by graduation "men outnumber women in nearly every science and engineering field" (Hill, Corbett, & Rose, p. XIV). Furthermore, the American Association of University Women (2010) reports that in some areas there are even more dramatic differences with women earning only 20% of bachelor's degrees in physics, engineering, and computer science. This representation continues to decrease at the graduate level. Increasing the representation of women in STEM areas is vital for several reasons. First, this increase will assist the United States in ensuring that individuals are prepared to assume the STEM workforce needs of the United States (Jackson & Laanan, 2011). …