Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality

Julie J. Park (), Young K. Kim, Kristyn Lue, Jia Zheng, Roshan Parikh, Cinthya Salazar and Arman Liwanag
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Julie J. Park: University of Maryland, College Park
Young K. Kim: Azusa Pacific University
Kristyn Lue: University of Maryland, College Park
Jia Zheng: University of Maryland, College Park
Roshan Parikh: University of Maryland, College Park
Cinthya Salazar: University of Maryland, College Park
Arman Liwanag: University of Maryland, College Park

Research in Higher Education, 2021, vol. 62, issue 8, No 2, 1146-1167

Abstract: Abstract While numerous studies have highlighted the consequences of exclusion in STEM, fewer studies have empirically tested the benefits of inclusion in peer relationships. We focus on the impact of having cross-racial or cross-gender study partners among one’s close friends in a national sample of 408 STEM majors. Using structural equation modeling, we examined the direct and indirect relationships between having diverse study partners, key background and college experience variables, and college GPA. We identified a significant positive relationship, both direct and indirect, between studying with a close friend of a different race and GPA. We also found that having a cross-gender study partner is positively linked to organizing study groups and study-faculty interaction, which in turn improves GPA. However, Black students were less likely to have either cross-racial or cross-gender study partners among their close friends. We discuss implications for equity and the need to encourage positive intergroup relations in STEM.

Keywords: Diversity; STEM; Friendship; Social capital; Race; Gender; Peer groups; Inclusion (search for similar items in EconPapers)
Date: 2021
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DOI: 10.1007/s11162-021-09638-8

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