Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences

Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences Heather Saigo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5856948/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study’s purpose was to understand how women persist in STEM through the lens of self-determination theory, which posits that persistence improves when basic psychological needs are satisfied. The researcher recruited 641 women with 6 + years of STEM experience for an anonymous online survey. The instrument included the 24-item Basic Psychological Need Satisfaction and Frustration Scale and several open-ended questions. Statistical analyses showed high satisfaction and low frustration levels for autonomy, competence, and relatedness. Significant associations were found between persistence, combined satisfaction, competence satisfaction, and other variables. Qualitative analyses identified 17 satisfaction themes, 10 frustration themes, and six sociocultural themes in participants’ responses. Four conclusions were reached: First, women in the study were highly satisfied overall; second, they persisted despite negative experiences with discrimination and bias. Third, organizations must support autonomy, competence, relatedness, and equity to promote persistence. Fourth, there are career points where attrition risk is higher. Recommendations include programs to promote women’s interest, self-efficacy, and belonging in STEM. Motivation Persistence STEM Pipeline Women in STEM Self-Determination Theory Introduction Research into women’s persistence in science, technology, engineering, and mathematics (STEM) fields is important due to its effects on the collective advancement of society as well as individual empowerment. Despite the progress society has made towards gender equality, a substantial gender gap still exists in STEM fields (Kang & Kaplan, 2019 ; National Science Board, 2020 ). Women, who comprise roughly half of the U.S. workforce, hold only 25% of jobs in STEM fields (Noonan, 2017 ; Petersen, 2014 ). The disparity is even more pronounced among underrepresented minority women, who occupy only 4% of STEM jobs (Guy & Boards, 2019 ). The underrepresentation of women in STEM indicates a lack of diversity, which has broad implications beyond individual opportunities (Graves et al., 2022 ). The relative lack of women in STEM affects individual career achievement, since women in STEM jobs tend to earn higher wages than women in non-STEM jobs (Beede et al., 2011 ; Goris, 2020 ; Noonan, 2017 ). Encouraging more women to pursue STEM careers could lead to higher earnings, thereby helping close the gender pay gap and enhancing women’s economic opportunities. A diverse workforce fosters a wider range of ideas, perspectives, and approaches, which can improve creativity and productivity (National Science Board, 2020 ). Studies have found that teams with greater gender diversity are more creative and innovative (Bello-Pintado & Bianchi, 2021 ), may experience better corporate performance (Rodríguez-Domínguez et al., 2012 ), revenue, and market share (Herring, 2009 ). Excluding women from the STEM workforce means missing out on their perspectives and contributions. In addition to economic effects, the underrepresentation of women in STEM research has potentially harmful effects on health and safety. Despite recent changes to research guidelines, women were excluded from STEM subjects for decades. As a result of most research being performed by men on male subjects, some products and practices caused unintended or harmful effects when applied to women, children, and others whose characteristics differ from those of the average male. For example, medical treatments developed for men may not produce the same results in women and could possibly cause harm (Holdcroft, 2007 ). Similarly, automobile safety features tested on crash test dummies modeled after men might not protect others equally (Forman et al., 2019 ; Gupta, 2021 ; Kahane, 2013 ; Linder & Svensson, 2019 ). There are signs of improving gender parity in some STEM fields, but women are especially underrepresented in math-intensive fields, including engineering and physics (Buse et al., 2013 ; Glass et al., 2013 ; Kahveci et al., 2006 ; Smith, 2011 ; Zeng & Duncan, 2007 ). Even in fields with a larger proportion of women earning college degrees, the gender gap grows at higher levels of academic attainment and industry leadership (McCullough, 2020 ; National Coalition for Women and Girls in Education, 2022 ; Ong et al., 2011 ). Researchers looking for the origin of the gender gap found that it may begin in childhood. Young boys and girls show similar levels of STEM interest and ability initially, but express differences in attitudes by kindergarten (Ceci et al., 2014 ). The gap grows throughout schooling, and is attributed to many influences, including exposure to toys and media portraying stereotypical gender roles and careers (Cheryan et al., 2015 ; Reich et al., 2018 ), math anxiety (Ahmed, 2018 ; Ashcraft & Moore, 2009 ; Woodard, 2004 ), low self-efficacy (Ellis et al., 2016 ; Rittmayer & Beier, 2009 ), and the idea that boys are inherently better suited for STEM (Cvencek et al., 2011 ; Kuhl et al., 2019 ). In post-secondary and graduate school environments, additional factors influence women’s attrition from STEM, including an unwelcoming chilly climate (Miner et al., 2019 ; Walton et al., 2015 ), a lack of self-efficacy (Green & Sanderson, 2018 ; Vincent-Ruz & Schunn, 2018 ), and experiences with discrimination and bias (Barthelemy et al., 2016 ; Flam, 1991). These and other variables may contribute to women leaving STEM at a disproportionately high rate, resulting in the dearth of women at high levels in STEM. Understanding and promoting women’s persistence in STEM is key to improving representation and diversity across the STEM landscape now and in the future. By retaining more women in STEM now, they can become teachers, decision-makers, research leaders, role models and mentors for future generations. Seeing women represented in a wide variety of STEM roles can inspire and encourage girls by supporting the development of STEM identity (Millar et al., 2022 ; Steinke, 2017 ), improving a sense of belonging (Xu & Lastrapes, 2021 ), and helping them think beyond gendered career stereotypes (Schmader, 2023 ). By understanding the factors that contribute to women’s persistence in STEM and developing strategies to support their success, the future of STEM can be more equitable than its past. The purpose of this study was to explore the motivations and experiences of women who have persisted in STEM. The following research questions guided the study. RQ1: What are the levels of autonomy, competence, and relatedness of women who have persisted in STEM? RQ2: What experiences and influences contribute to women’s persistence in STEM? RQ3: How do women explain various sociocultural influences on their persistence in STEM? RQ4: How do women’s experiences align with their levels of autonomy, competence, and relatedness? Self-Determination Theory as a Framework for Understanding Persistence Self-determination theory (SDT) is a framework that recognizes the necessity of autonomy, competence, and relatedness in fostering intrinsic motivation. Each of these constructs plays a critical role in shaping individuals’ decisions and behaviors, including whether to persist in challenging fields like STEM. SDT has been tested by researchers around the world and is supported by evidence from diverse fields and populations. The body of evidence for SDT shows that people tend to experience better outcomes, including better performance, improved persistence, and general well-being, when their basic psychological needs are satisfied (Deci & Ryan, 2000 ; Ryan & Deci, 2020 ). Conversely, the frustration of basic psychological needs is associated with suboptimal outcomes, negative feelings, and general ill-being (Chen, Vansteenkiste, et al., 2015 ). Therefore, it is thought that environments that foster intrinsic motivation by supporting a person’s autonomy, competence, and relatedness will increase her overall satisfaction and, therefore, improve outcomes such as persistence (Deci, 2017 ; Howard et al., 2021 ; Ryan & Deci, 2020 ). Autonomy refers to the feeling of being in control of one’s own choices and actions. It is not synonymous with independence or self-interest but is about having a sense of volitional control in making decisions (Ryan & Deci, 2000 , 2020 ). In the context of STEM persistence, autonomy can be seen as the ability to choose one’s path, exert control over one’s learning and career trajectory, and make decisions in harmony with one’s sense of self. Autonomy-supportive practices have been found to improve intrinsic motivation and self-efficacy (Garcia & Pintrich, 1996 ), reduce dropout intentions (Girelli et al., 2018 ; Jeno et al., 2018 ; Reeve et al., 2002 ), and significantly improve persistence (Deci & Ryan, 1987 ; Koestner et al., 2015 ). People experience greater autonomy satisfaction when they are invited to give input (Assor et al., 2005 ; Patall et al., 2018 ; Patall & Zambrano, 2019 ), make choices (Patall et al., 2008 , 2010 ), understand rationales for tasks (Jang, 2008 ; Reeve et al., 2002 ; Steingut et al., 2017 ), and are genuinely interested in a subject (Blakey & McFadyen, 2015 ; Christensen et al., 2015 ; Maltese & Cooper, 2017 ; Salmi & Thuneberg, 2019 ). Competence is the perception of being able to successfully perform tasks. It is related to feeling capable and effective in one’s ability to learn and master skills (Skinner et al., 2017 ), and has been found to contribute to persistence for women in STEM (Edzie et al., 2015 ; Sakellariou & Fang, 2021 ). Competence-supportive environments can be cultivated by promoting science identity (Kim et al., 2018 ; Vincent-Ruz & Schunn, 2018 ; Xie et al., 2015 ), strengthening self-efficacy (Chemers et al., 2011 ; Hunt et al., 2021 ; Sithole et al., 2017 ; Zimmerman, 2000 ), and promoting a growth mindset (Blackwell et al., 2007 ; Hughes & Roberts, 2019 ; Kricorian et al., 2020 ). Relatedness involves feeling connected to others, being cared for, and having meaningful relationships with family, friends, colleagues, and others (K.-A. Allen et al., 2022 ; Baumeister & Leary, 1995 ; Deci & Ryan, 2000 ). Relatedness includes having a sense of belonging and mutual care, and is predictive of persistence in STEM (DuBow et al., 2017 ; Gloria & Ho, 2003 ). To support relatedness satisfaction, environments may provide special groups or programs for women to lessen isolation (Bostwick & Weinberg, 2022 ; DuBow et al., 2017 ; Espinosa, 2011 ), improve environmental cues such as posters featuring women (Cheryan et al., 2009 ), promote communal goals (Belanger et al., 2020 ; Diekman et al., 2015 ; Espinosa, 2011 ; Fuesting et al., 2017 ), provide role models and mentors (Campbell & Skoog, 2004 ; Canaan & Mouganie, 2021 ; Dennehy & Dasgupta, 2017 ; Drury et al., 2011 ; Millar et al., 2022 ), foster peer connections (Banchefsky et al., 2019 ; Robnett, 2013 ) and support social coping (Leaper, 2015 ; Shapiro & Sax, 2011 ). Particular attention should be given to cultivating relatedness for members of marginalized groups (Brickhouse & Potter, 2001 ; Carlone & Johnson, 2007 ; Jackson & Suizzo, 2015 ; Rainey et al., 2018 ) by using inclusive practices to mitigate chilly climates (Dortch & Patel, 2017 ). According to SDT, these three psychological needs — autonomy, competence, and relatedness — are fundamental to human motivation and well-being. When these needs are satisfied, individuals are more likely to engage in activities out of inherent interest and enjoyment, leading to increased persistence and better outcomes. Conversely, the frustration of basic psychological needs can result in a lack of motivation, resulting in poorer persistence. SDT provides a robust framework for understanding motivation and persistence. Investigating persistence while focusing on autonomy, competence, and relatedness, this study offers insights into the factors that contribute to women’s persistence in STEM. Methods Participants and Procedure This study featured a pragmatic mixed methods approach. The researcher used a concurrent embedded mixed methods design (Creswell & Creswell, 2018 ), which enabled her to gather both quantitative and qualitative data simultaneously. Participants for the study were women with at least an undergraduate degree in STEM, plus two or more years of STEM graduate education or STEM work experience, for a minimum of six total years of experience. The years of STEM experience did not need to be continuous, which allowed women with career interruptions to participate. Potential participants were recruited through network and snowball sampling, using email and social media posts to distribute the survey information. After the initial invitations were sent, recipients were encouraged to share the survey information with other potential participants in their networks. The data were gathered using the Qualtrics platform to administer an electronic survey comprised of both quantitative and qualitative items. The survey was open for three weeks. Measures STEM Preparation and Persistence To measure participants’ persistence, the researcher collected information about their educational background and experience in STEM. These variables included the number of years in STEM, highest STEM degree obtained, occupation, and STEM-specific social media use. Demographic information was also collected, including age, race, household size, geographic region, and area type. Autonomy, Competence, and Relatedness The quantitative portion of the survey used the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS), a 24-item tool designed to measure participants’ levels of autonomy, competence, and relatedness (Van der Kaap-Deeder et al., 2020 ). The scale included eight items to measure each construct. For example, “I feel a sense of choice and freedom in the things I undertake,” and “I feel pressured to do too many things,” were items used to measure perceived autonomy satisfaction and frustration. All of the items were rated on a scale from strongly disagree (1) to strongly agree (5). Cronbach’s alpha values ranged from .84 to .92, indicating good to excellent reliability. To assess relationships between the extent of persistence ( Years in STEM ) and the constructs, analysis of variance (ANOVA), t -tests, and Spearman correlations were used. Lived Experiences as STEM Persisters The qualitative data were gathered using several open-ended questions that allowed participants to narrate their experiences as persisters in STEM. “What are some strategies you use to overcome obstacles so that you can persist in STEM?” and “Please provide a short explanation of why you stay in STEM,” are two examples of the open-ended items. The open-ended questions were written to complement the scale items, thereby integrating both quantitative and qualitative strands throughout the study. The narrative responses were analyzed using iterative thematic analysis. Results Demographics After the data were collected and cleaned, the sample size was 641 women. The respondents were demographically diverse (Table 1), with most reporting Age between 27-42 years (62.03%), Caucasian race (76.67%), residing O utside the U.S. (30.23%) or in the U.S. West (24.84%). The most common living situations were Urban (48.94%) with a household size of 2-3 people (64.01%). Most respondents reported having 9-15 Years in STEM (38.92%), a Doctorate Level STEM degree (41.34%), and a current occupation of Life Scientist (30.48%) or Computer Scientist (26.77%), as shown in Table 2. Most of the respondents reported that they did participate in STEM-specific social media ( n = 405, 66.28%). Table 1 Frequencies and Percentages of Demographic Variable Responses Note : Due to rounding errors, percentage totals may not equal 100%. Table 2 STEM Background Variables Note : Due to rounding errors, percentage totals may not equal 100%. Autonomy, Competence, and Relatedness Scores This study resulted in several key findings that underscore the importance of autonomy, competence, and relatedness as fundamental factors influencing the persistence of women in STEM. The sample demonstrated high scores (Table 3) for Autonomy Satisfaction ( M = 15.75, SD = 3.84), Competence Satisfaction ( M = 16.70, SD = 4.20), and Relatedness Satisfaction ( M = 16.69, SD = 3.65). Table 3 Summary Statistics for Combined and Individual Construct Satisfaction Scores Variable Mean Std Dev n Min Max Mode Combined satisfaction 48.40 9.65 477 7.00 60.00 54.00 Autonomy satisfaction 15.75 3.84 477 3.00 20.00 20.00 Competence satisfaction 16.70 3.43 469 4.00 20.00 20.00 Relatedness satisfaction 16.69 3.65 464 4.00 20.00 20.00 The group produced lower scores (Table 4) for Autonomy Frustration ( M = 12.07, SD = 4.20), Competence Frustration ( M = 10.17, SD = 4.52), Relatedness Frustration ( M = 8.82, SD = 4.11). ANOVA tests (Table 5) showed relationships between autonomy, competence, relatedness, and persistence. The Combined Satisfaction of autonomy, competence, and relatedness was significantly different between levels of Years in STEM ( F (3, 473) = 3.19, p = .023), with the mean for 6-8 years ( M = 46.41, SD = 10.34) significantly smaller than for 30+ years ( M = 51.05, SD = 9.73, p = .046). Also, Competence Satisfaction ( F (3, 465)= 11.90, p < .001) was significantly different between levels of Years in STEM . The mean scores for Competence Satisfaction were significantly lower for women in less-experienced groups than for those with the most Years in STEM . Table 4 Summary Statistics for Combined and Individual Construct Frustration Scores Variable Mean Std Dev n Min Max Mode Combined frustration 30.64 10.28 471 7.00 60.00 28.00 Autonomy frustration 12.07 4.20 470 3.00 20.00 11.00 Competence frustration 10.17 4.52 465 3.00 20.00 4.00 Relatedness frustration 8.82 4.11 457 2.00 20.00 4.00 ANOVA tests (based on an alpha value of .05) also showed significant differences in Combined Frustration ( F (3, 467) = 3.69, p = .012) of autonomy, competence, and relatedness between levels of persistence (Table 5). Further analyses revealed significantly higher ( p = .031) Combined Frustration for women with 6-8 Years ( M = 32.04, SD = 11.12) and 9-15 Years ( M = 31.21, SD = 10.02) than for those with 30+ Years ( M = 26.11, SD = 8.75). Furthermore, Competence Frustration ( F (3, 461) = 14.98, p < .001) was significantly different between levels of Years in STEM . The mean scores for Competence Frustration for women with 6-8 Years ( M = 11.49, SD = 4.63, p < .001), 9-15 Years ( M = 10.66, SD = 4.45, p < .001), and 16-29 Years ( M = 9.18, SD = 4.11, p = .008) were all significantly greater than for those with 30+ Years ( M = 6.56, SD = 3.13) in STEM. Competence Frustration for the group with 6-8 years in STEM was significantly higher than for those with 16-29 years ( p < .001). Additionally, Competence Frustration for those with 9-15 years in STEM was significantly higher than for those with 16-29 years ( p = .018) and those with 30+ years ( p < .001). The effect sizes (eta squared) of the associations were small, indicating that other variables were involved. These findings provide statistical evidence supporting the relevance of SDT in understanding and improving women’s persistence in STEM. Table 5 Results of ANOVA Examination of Theoretical Constructs and Years in STEM Variable 1 Variable 2 SS df F p η p 2 Combined Satisfaction Years in STEM 879.35 3 3.19* .023 .02 Combined Frustration Years in STEM 1149.60 3 3.69* .012 .02 Autonomy Satisfaction Years in STEM 100.11 3 2.28 0.78 .01 Autonomy Frustration Years in STEM 20.34 3 .38 .766 .00 Competence Satisfaction Years in STEM 392.31 3 11.90* < .001 .07 Competence Frustration Years in STEM 840.99 3 14.98* < .001 .09 Relatedness Satisfaction Years in STEM 28.43 3 .71 .546 .00 Relatedness Frustration Years in STEM 63.65 3 1.26 .288 .01 Note. * ANOVA examined based on alpha value of .05. Narrative Themes The qualitative data complemented and enriched the quantitative findings by providing an in-depth look into the lived experiences of women in STEM. The open-ended questions garnered nearly 2300 narrative responses. The respondents described their experiences with persistence in seven Autonomy Satisfaction themes ( Enjoyment , Choice and Input , Genuine Interest , Work-life Balance , Self-care and Health , Purpose , and Be Yourself ), five Competence Satisfaction themes ( Self-efficacy , Growth Mindset , Grit and Perseverance , Science Identity , and Effort ), and five Relatedness Satisfaction themes ( Social Support , Communal Benefit , Belonging , Role Models , and Communication Skills ), all shown in Table 6. They also indicated five Autonomy Frustration themes ( Disappointment , Lack of Choice , Lack of Work-life Balance , Lack of Enjoyment, Lack of Interest ), three Competence Frustration themes ( Lack of Knowledge , Lack of Career Benefits , Lack of Confidence ), and two Relatedness Frustration themes ( Lack of Relatedness , Lack of Role Models ), shown in Table 7. Finally, there were six sociocultural themes ( Discrimination and Bias , Career and Money , Problems with Men , Concern About Family , Academia Culture , and Problems with Women ; Table 8). All of the themes derived from the qualitative data are presented below, with the frequency of code assignments, theme descriptions, and illustrative quotations. The narratives shared by participants provided valuable insights into how they navigate challenges and find support within their fields. These themes provide additional context for the quantitative scores obtained from the BPNSFS. Table 6 Autonomy, Competence, and Relatedness Satisfaction Themes Theme Construct Codes Short description Illustrative quote Be yourself Autonomy satisfaction 10 Ability to be authentic, not needing to act or look like others. "…you don’t have to act like your male colleagues, be yourself. " Purpose Autonomy satisfaction 16 Having a sense of purpose, having reasons for doing activities. “Stay positive and remind myself of why I am doing this.” Self-care and health Autonomy satisfaction 45 Maintaining physical or mental health. "...exercising regularly, keeping a routine sleep schedule, and going to therapy." Work-life balance Autonomy satisfaction 112 Having work-life balance, keeping work separate from pleasure. "Be strong in setting your own work-life balance boundaries..." Genuine interest Autonomy satisfaction 151 Having interest in a topic, curiosity, being fascinated, not being bored. "I've always been interested in science and discovery..." Choice and input Autonomy satisfaction 151 Having volitional control over actions, speaking up. "I now choose to work in places that have more diversity..." Enjoyment Autonomy satisfaction 280 Loving or having passion for a subject or activity, having fun. "I love STEM. I love the way it makes my brain light up. " Effort Competence satisfaction 40 Working toward a degree or career, investing time or money. "My educational and work background has set me on a path to stay in STEM.” Science identity Competence satisfaction 42 Feeling like science is a good fit, born to do science, identifying with occupation. "I enjoy science. It is the only field I see myself in. This has been the same since childhood. " Grit, perseverance Competence satisfaction 60 Work ethic, will, stubbornness, perseverance, resilience. "…there is nothing that will stop me. It's a mindset. Failure is not an option. " Growth mindset Competence satisfaction 141 Accepting challenges and failures as learning opportunities. “Understanding that hardships/struggles are common and don’t mean I am a failure." Self-efficacy Competence satisfaction 170 Confidence in one’s ability, mastery, expertise. "I find problem solving fun and have a particular aptitude for doing so..." Communication skills Relatedness satisfaction 27 Communicating effectively, knowing how to negotiate, having social skills. "I wish I learned to negotiate earlier and diplomatically navigate tough situations." Role models Relatedness satisfaction 141 Positive real-life or fictional role model, mentor, peer exemplar. “Mentorship from other women is key.” Belonging Relatedness satisfaction 152 Being part of a community, shared experiences, being accepted, feeling connected. “STEM specific social media helps me feel involved in a community and that positively impacts my motivation to stay in STEM." Communal benefit Relatedness satisfaction 243 Working with or to benefit others, mentoring, networking. “I remain here because I feel like I am moving humanity and the Earth forward." Social support Relatedness satisfaction 310 Having supportive relationships, commiserating, social coping. “Support from friends… has been the single most important thing that has pulled me through tough spots." Table 7 Autonomy, Competence, and Relatedness Frustration Themes Theme Construct Codes Short description Illustrative quote Lack of interest Autonomy frustration 7 Not interested or not aware of an interest. “I’m not that interested in social media." Lack of enjoyment Autonomy frustration 14 Not liking or enjoying something, finding it unpleasant or boring. "Not everything is a fun challenge or an interesting puzzle.” Lack of work-life balance Autonomy frustration 16 Unreasonable hours, giving up other activities for work. “The time commitment is tremendous and the work-life balance is awful.” Lack of choice Autonomy frustration 19 Feeling forced to persist, trapped, pressured, not being heard. “Invisible pressure from my parents...” Disappointment Autonomy frustration 48 General disappointment, resignation. “24 years on, the percentage of women in STEM is still the same.” Lack of confidence Competence frustration 23 Lack of confidence, imposter syndrome, low self-efficacy. “My biggest obstacle has probably been self doubt and lack of confidence." Lack of career benefits Competence frustration 32 Trouble finding jobs, insufficient pay/benefits, lack of advancement, low professional status. “It’s not necessarily the golden goose of financial stability it has always been presented to me to be.” Lack of knowledge Competence frustration 52 Not knowing about options, opportunities, resources. “I wish I had more opportunities to experience STEM careers first hand." Lack of role models Relatedness frustration 21 Lacking mentors or role models, guidance; negative experiences with advisors. “I wish I was exposed to other women in STEM who had made difficult career decisions." Lack of relatedness Relatedness frustration 104 Lack of social support/community, toxic environment. “Competitiveness is rampant and that makes forming meaningful, trustworthy relationships hard.” Table 8 Sociocultural Factors Themes Theme Construct Codes Short description Illustrative quote Discrimination and bias Sociocultural 175 Experiencing misogyny, sexism, racism, lack of diversity, etc. "I’ve encountered a sexual harassment case at every place I’ve worked and I’m sick of it. " Career and money Sociocultural 147 Financial and career benefits, career stability. “I stay in STEM because I have a stable job that pays my bills." Problems with men Sociocultural 49 Experiencing harassment, feeling unsafe, undervalued, outnumbered. “I feel very uncomfortable with a male boss; I especially hate being alone with them." Concern about family Sociocultural 32 Lack of support for mothers, dependent care, unfair assumptions. “I’m terrified of losing my place if my husband and I decide to start a family." Academia culture Sociocultural 27 Difficulties with university culture, uncertainty, unfair treatment. “Academia is a never ending, often soul crushing grind." Problems with women Sociocultural 12 Trouble with women, toxic behavior, bullying. “Female managers/senior are literally the worst in my profession; more likely to bully and harass staff.” The thematic results enhanced the quantitative results, affirming the influence of autonomy, competence, and relatedness on persistence, but also highlighting the widely varied experiences of women in STEM. The integration of quantitative and qualitative results allowed for strong conclusions to be developed. The quantitative data provided statistical evidence of the positive relationship between need satisfaction and persistence in STEM, although the effect sizes of the theoretical constructs and sociocultural variables on persistence were small. This indicates that other influences must account for most of the observed associations. Given the diversity within the sample, which included participants from around the world, members of more than seven racial groups, spanning more than four decades in age and experience, representing more than eight STEM disciplines, at various stages of family life and identity intersections, it is not surprising that the results indicate additional variables at play. However, the totality of the findings emphasizes the need for policies and practices that foster the satisfaction of autonomy, competence, and relatedness to promote the persistence of women in STEM. Integration of Quantitative and Qualitative Findings to Answer Research Questions The demographic description, quantitative findings from the BPNSFS, and thematic results of open-ended responses provided a rich depiction of their experiences with persistence in STEM. The results from the data sets were aligned and integrated to form a more complete picture of the findings. Key quantitative and qualitative findings are presented together in Table 9 and are applied to answer the research questions. Table 9 Integrated Display of Key Quantitative and Qualitative Findings Variable BPNSFS Score F, p Themes Illustrative quote Autonomy satisfaction M = 15.75 SD = 3.84 2.28, .078 Enjoyment, Choice and Input, Genuine Interest, Work-life Balance, Self-care and Health, Purpose, Be Yourself "I really enjoy math and I find it fulfilling." Autonomy frustration M = 12.07 SD = 4.20 .38, .766 Disappointment, Lack of Choice, Lack of Work-life Balance, Lack of Enjoyment, Lack of Interest "It really sucks, honestly... would not choose again." Competence satisfaction M = 16.70 SD = 3.43 11.90*, .001 Self-efficacy, Growth Mindset, Grit and Perseverance, Science Identity, Effort "There is nothing that will stop me. It's a mindset. Failure is not an option." Competence frustration M = 10.17 SD = 4.52 14.98*, .001 Lack of Knowledge, Lack of Career Benefits, Lack of Confidence "I would've simply liked to know how it all works, without a roadmap it's so hard." Relatedness satisfaction M = 16.69 SD = 3.65 .71, .546 Social Support, Communal Benefit, Belonging, Role Models, Communication Skills "I like contributing to society's scientific knowledge, mentoring and supporting younger researchers..." Relatedness frustration M = 8.82 SD = 4.11 1.26, .288 Lack of Relatedness, Lack of Role Models "It is filled to the brim with males who hate me for being a woman." Combined satisfaction M = 48.40 SD = 9.65 3.19*, .023 Combined frustration M = 30.64 SD = 10.28 3.69*, .012 Note . * ANOVA ( F ) examined based on alpha value of .05 when calculated for Years in STEM and variables. Detailed results shown in Table 5. RQ1: What Are the Levels of Autonomy, Competence, and Relatedness of Women Who Have Persisted in STEM? The respondents, all of whom were STEM persisters, generally displayed high levels of satisfaction and low levels of frustration across the constructs of autonomy, competence, and relatedness. Persistence, measured as Years in STEM , was found to be associated with combined psychological need satisfaction ( F = 3.19, p = .023) and inversely associated with combined psychological need frustration ( F = 3.69, p = .012). A significant association was found between the individual construct of competence and persistence, suggesting that competence satisfaction ( F = 11.90, p < .001) and competence frustration ( F = 14.98, p < .001) were important to the participants’ persistence. The statistically significant associations between Years in STEM , need satisfaction, and need frustration, were small, suggesting that other variables also affected persistence. RQ2: What Experiences and Influences Contribute to Women’s Persistence in STEM? The respondents shared many influences on their motivations to persist, including supports and obstacles. The most frequently mentioned supportive influences included satisfaction of autonomy, competence, and relatedness. Autonomy satisfaction was supported by feelings of Enjoyment , Choice and Input , having Genuine Interest in STEM, maintaining Work-life Balance , having a sense of Purpose , prioritizing Self-care and Health , and feeling able to Be Yourself . Competence satisfaction was supported by experiencing strong Self-efficacy , having a Growth Mindset , demonstrating Grit and Perseverance , a sense of Science Identity , and making Effort . Relatedness satisfaction was experienced with Social Support , working for Communal Benefit , having a sense of Belonging , the presence of Role Models , and good Communication Skills . In addition to the satisfaction of psychological needs, women were also motivated to persist in STEM by factors related to Career and Money . RQ3: How Do Women Explain Various Sociocultural Influences on Their Persistence in STEM? Respondents reported numerous sociocultural influences on their persistence in STEM. Several sociocultural demographic factors, in addition to theoretical constructs, were found to be significantly associated with persistence. Quantitative results indicated significant associations between persistence and Age , Race , Area Type , Highest STEM Degree , Current Occupation , and Household Size . Within those variables, certain subgroups were identified as being significantly different in terms of persistence. For example, Age (large effect) and Household Size (small effect) were positively correlated with Years in STEM , meaning that participants with higher levels of persistence tended to be older and live in larger household groups. Within the Race variable, members of Caucasian and Other groups had higher persistence than Asian respondents. Respondents living in Rural areas demonstrated higher levels of persistence than those in Urban areas. Respondents with Doctoral Level degrees demonstrated significantly greater persistence than those with only Master’s Level and Bachelor’s Level degrees. Finally, those whose Current Occupation was STEM Educator had significantly higher persistence than Computer Scientists , suggesting that one’s occupation may affect her persistence. From the narrative data, the most frequently mentioned sociocultural influences involved Discrimination and Bias . There were multiple types of Discrimination and Bias experienced, including gender discrimination, sexual harassment, and racism. Women who are members of multiple minoritized groups were perceived by others to experience greater levels of Discrimination and Bias than those in majority populations. Other sociocultural influences included considerations of Career and Money , interpersonal Problems with Men and Problems with Women , feeling Concern about Family and navigating Academia Culture . Most respondents described their experiences as complicated and challenging, but said they were still motivated to persist. RQ4: How Do Women’s Experiences Align with Their Levels of Autonomy, Competence, and Relatedness? There was strong alignment between quantitative levels of autonomy, competence, and relatedness and women’s experiences persisting in STEM. The quantitative results showed relatively high satisfaction and low frustration of autonomy, competence, and relatedness. Study participants shared thousands of personal examples, describing how they experience satisfaction and frustration of their basic psychological needs. The narrative evidence provided rich context and real-world examples of women’s experiences of autonomy, competence, and relatedness. Table 9 highlights results from both the quantitative and qualitative analyses side-by-side to show this alignment. Summary of Findings Women who persist in STEM tended to display high satisfaction of their basic psychological needs. Significant associations were found between Years in STEM , Combined Satisfaction (autonomy, competence, and relatedness) and Competence Satisfaction . Women also tended to perceive low levels of autonomy, competence, and relatedness frustration. Significant associations were found between Years in STEM , Combined Frustration , and Competence Frustration . While significant associations were found between some variables and persistence, the effect sizes were small, indicating the presence of other influences. Sociocultural factors were described as contributing both positive and negative influences on women’s motivations to persist in STEM. Study Conclusions After comprehensive analyses of the data, the researcher drew four conclusions from the study. These conclusions are supported by the findings of either the quantitative or qualitative analyses or both. The conclusions are discussed below, along with explanations of how they fit with previous research. Conclusion 1: Women Who Persist in STEM Are Highly Satisfied Overall Women who persist in STEM reported high levels of satisfaction in autonomy, competence, and relatedness. These three factors contribute to a sense of motivation for women in STEM, thereby encouraging persistence. Considering the constructs separately, competence may be particularly essential to women’s persistence in STEM, as this factor was individually and significantly associated with persistence for women in this study. Implications for Scholarship. This study affirms previous findings that persistence is associated with the satisfaction of autonomy, competence, and relatedness. Women in this study, who have demonstrated persistence in STEM, exhibit high quantitative scores for construct satisfaction. These findings confirm previous research showing that autonomy (Mlambo & Mabokela, 2017; Schmitt et al., 2021; Simon et al., 2015; VanAntwerp & Wilson, 2018), competence (Buse et al., 2013; Nauta et al., 1998; Schaefers et al., 1997), and relatedness (Bostwick & Weinberg, 2022; Canaan & Mouganie, 2021; Dennehy & Dasgupta, 2017; Espinosa, 2011; Herrmann et al., 2016) positively affect persistence. In addition to the significant positive association between overall satisfaction and persistence, there was a significant positive association between Competence Satisfaction and persistence. This invites further investigation into the relationship between competence and persistence, and contrasts somewhat with previous research. Work by Dasgupta was essential in the conception of this study, including her finding of the primacy of belonging as the critical factor in the retention of women in STEM (Dasgupta & Stout, 2014; National Science Foundation, 2016). The findings of this dissertation do not refute those of Dasgupta, since the current study also shows that persisters experience high relatedness satisfaction. However, the findings do provide evidence of the importance of competence in women’s decisions to persist in STEM. Conclusion 2: Women in STEM Persist Despite Their Negative Experiences with Discrimination and Bias Despite facing Discrimination and Bias , women who persist in STEM were able to navigate and overcome these challenges. Women in the study perceived experiences with Discrimination and Bias as unavoidable. Respondents described encounters with sexual harassment, racism, age discrimination, and ablism, with instances of overt mistreatment creating peaks above the baseline of unbelonging and frequent microaggressions. However, some shared that negative experiences inspired them to develop greater Grit and Perseverance to remain in STEM. Some women were motivated to persist in STEM so they could help change the system for future generations, as described in the theme of Communal Benefit. Others said they were willing to endure difficult situations due to their love and Enjoyment of science. Many respondents credited their own Social Support networks and Role Models with helping them navigate obstacles. Finally, a group of respondents said they were determined to stay in STEM for Career and Money . These and other themes show that women employ numerous strategies to persist in STEM careers despite widespread Discrimination and Bias . Implications for Scholarship. This conclusion supports previous research findings that women who persist in STEM need strategies to handle discrimination (Casad et al., 2021; Fisher et al., 2020; Schmader, 2023). Women in this study persisted through harassment and discrimination by adapting their behavior (Buse et al., 2013), relying on other women for advice and support (Espinosa, 2011; Shapiro & Sax, 2011), focusing on deep subject interest (Verdín, 2021), expertise (Cech et al., 2011), sense of identity (Millar et al., 2022), and working toward change (Casad et al., 2021; Kong et al., 2020). Conclusion 3: To Ensure Women Persist in STEM, Organizations Must Consider and Adopt Policies and Practices for Supporting Individual Autonomy, Competence, Relatedness, and Financial Equity with Their Male Colleagues The third conclusion emphasizes the need to implement policies and practices that support women’s autonomy, competence, relatedness, and workplace equity to maintain and improve persistence. This study provides statistical and qualitative evidence of multiple variables involved in women’s persistence in STEM. Women in this study are highly satisfied with their autonomy, competence, and relatedness, which correlate with their persistence. The women who participated in this study described specific experiences that contribute to the satisfaction of those needs, which resulted in 765 passages coded for autonomy, 453 passages coded for competence, and 873 for relatedness. These persistence-supportive factors have been discussed in detail in previous sections. In addition, women provided 357 passages describing situations that made them feel controlled, undervalued, unwelcome, and in some cases mistreated and harmed. Taken together, these findings can inform the cultivation of environments and programs that support women’s persistence and minimize obstacles. Implications for Scholarship. The top three autonomy themes were Enjoyment , Choice and Input , and Genuine Interest , indicating that women desire opportunities to explore their interests, choose activities that they enjoy, and decide how to spend their time. Previous research found that these autonomy practices support persistence (Brubacher & Silinda, 2019; Maltese & Cooper, 2017; Patall et al., 2010, 2017; Talley & Martinez Ortiz, 2017). Respondents described their needs for competence satisfaction, including Self-efficacy , Growth Mindset , and Science Identity , which confirms previous research on the importance of self-efficacy (Charleston & Leon, 2016; Rittmayer & Beier, 2009; Zeldin & Pajares, 2000), science identity (Millar et al., 2022; Stout et al., 2011), and growth opportunities (Fuesting et al., 2019; Posselt, 2018; R. Binning et al., 2019). This study confirms previous research findings on the need for relatedness to support persistence, by providing social support and belonging (DuBow et al., 2017), role models (Herrmann et al., 2016), mentors (A. M. Petersen, 2014), and communal goals (J. Allen et al., 2021; Belanger et al., 2020; Henderson et al., 2022; Peacock et al., 2020). In addition to receiving the support of others, women who persist in STEM also value opportunities to serve others (J. Allen et al., 2021). Environments that support women’s persistence extend to their perceptions of equitable treatment on campus and at work. Financial equity for women in STEM goes beyond the numbers on a paycheck. The importance of Career and Money highlights the role of external factors in motivation, and supports previous findings that income positively affects women’s motivation (Schmitt et al., 2021). This finding has a place within the SDT framework, which recognizes a continuum of motivation, ranging from amotivation to intrinsic motivation (Howard et al., 2017; Ryan & Connell, 1989). External rewards are accounted for in various degrees of extrinsic motivation and lessen as motivation becomes more intrinsically regulated. Some of the respondents said their need for financial security also factored into their willingness to endure unpleasant workplaces. Previous research found that a need for financial safety can affect motivation along with psychological needs (Chen, Van Assche, et al., 2015). Respondents in this study shared their desires for flexible job options, maternity leave, and access to dependent care. These practices span multiple motivational variables and therefore are likely to require multi-pronged solutions, such as interventions to improve recruitment, mentoring, and climate (Casad et al., 2021) and practices designed to address psychological needs (Slemp et al., 2021). Organizations and educational institutions with environments that support these needs can help women persist in STEM. Conclusion 4: There are Career Trajectory Points Where Risk of Attrition is More Likely to Occur The findings of this study demonstrated that there are significant associations between satisfaction, frustration, and persistence. Statistical analyses showed that women with the greatest number of years in STEM had significantly higher levels of combined satisfaction and significantly lower levels of combined frustration than those with the least experience. Similarly, women in lower age groups and with less educational attainment had fewer average years in STEM than older women and those with doctoral degrees. These findings suggest that women in earlier career stages (in younger age groups, with less educational attainment, having fewer years in STEM) may be at greater risk for attrition than women with greater satisfaction and persistence levels. Therefore, early career environments that contribute to low satisfaction and/or high frustration may expose “leaks” in the STEM pipeline, perpetuating the gender gap problem. Knowing that persisters encounter higher frustration in their earlier careers can help them anticipate and prepare for obstacles. Implications for Scholarship. Previous research has found many possible contributing factors to attrition from STEM, beginning in childhood and increasing throughout women’s educational and career pathways. This study confirms previous findings that women in STEM experience attrition-contributing factors including biases favoring men (Amon, 2017; Andrus et al., 2018; Moss-Racusin et al., 2012, 2018), low self-efficacy (Orenstein & American Association of University Women, 1994), lack of mentors and role models (Amon, 2017), and a lack of belonging (Dasgupta & Stout, 2014; Good et al., 2012; Goris, 2020; Moore, 2020; Xu & Lastrapes, 2021). Implications for Practice This study provides additional evidence of the need for autonomy, competence, and relatedness, for women to persist in STEM. While research-backed practices for supporting each construct have been discussed previously, there is a potential strategy that might address all three. These needs could be addressed by bringing together girls and women to engage in STEM activities well before students make decisions about college majors and career fields. Since students begin to develop attitudes about gender-appropriate career roles by kindergarten (Ceci et al., 2014), interventions to support their exploration of STEM must begin early. For example, science class visits from women in STEM, robotics clubs with women as coaches and leaders, and science-related social groups for girls and women in STEM, would expose girls to peer and adult role models, allow space for curiosity and hands-on exploration, and give STEM professionals additional opportunities for networking and community development. Some existing programs such as career days, classroom visits from STEM professionals, and STEM field trips, might be good starting places for such interactions. To be most effective, the activities should be planned inclusively, to represent the broad diversity of people and careers in STEM. Particular attention should be given to including members of historically excluded groups, since they tend to experience greater difficulty accessing such opportunities. For women in STEM jobs, organizations must assess and address weaknesses in their policies and practices to develop more supportive work environments. In addition to childhood support for STEM education and exploration, science educators and employers need to be aware of potentially weak areas in the pipeline. During transitions between schools, after common weed-out courses, and during early career stages, there may be higher risk of attrition for women in STEM. Providing additional support for autonomy, competence, relatedness, and financial equity around these points may help retain women in STEM educational and career pathways. Interventions that reinforce women’s volitional control, self-efficacy, growth mindset, and social support may contribute to retention. Study Limitations After it was launched, the researcher discovered that the survey offered an incomplete range of choices for the Race category, with no option listed for Latina or Hispanic respondents. Although respondents were able to write in an unlisted option, this omission may have caused some potential participants to feel excluded or to exit the survey. Also, the use of an anonymous online survey made it impossible to follow-up with respondents to probe for additional information. Another limitation was noted by a potential participant in a Reddit group, who pointed out that software engineers and other information technology (IT) professionals often focus on developing skills through experience and certificates, rather than obtaining traditional undergraduate and graduate degrees. By requiring an undergraduate degree to participate in this study, some women in IT were excluded, despite having persisted in STEM for more than six years. Finally, the sample size was not large enough to draw generalizable inferences about the relationships between variables, although this was not a goal of the study. Internal Study Validity Throughout the study, the researcher implemented reflexive practices to ensure study validity. She used a research journal to record observations, concerns, and ideas to help minimize the influence of her biases (Creswell & Creswell, 2018). The BPNSFS tool had been previously validated, and it was used with permission and scored according to the instructions provided by its originators (Van der Kaap-Deeder et al., 2020). Subject matter experts were consulted to ensure that the open-ended questions were appropriate for the study. A survey construction expert was consulted to assist with the design and flow of the instrument. The study was approved by the Pepperdine University IRB prior to engaging participants, and no confidentiality or anonymity concerns were reported. Before launching the survey, a pilot test was conducted and minor adjustments were made. The researcher used software to collect and analyze data, which allowed for a transparent, documented process. A peer reviewer checked the researcher’s statistical analyses and qualitative coding to make sure they were done reliably. Recommendations for Scholarship and Further Research The quantitative and qualitative results of this study reinforce the tenets of SDT, providing further evidence that basic needs satisfaction is associated with persistence, including for this sample of women in STEM. Many themes revealed in the narrative responses also fit rather neatly within the construct “buckets.” Although the focus of this study was on factors that support persistence, it also found a significant negative association between frustration and persistence, which invites additional research. In addition to the scholarship implications noted after each conclusion above, this study provides additional support for the application of SDT and the BPNSFS. This is the first known study of women’s persistence in STEM that combines the BPNSFS instrument with qualitative evidence to triangulate results using mixed methods. The Cronbach alpha values calculated in this study provide additional evidence of the reliability of the BPNSFS as a research tool. In future studies, the researcher recommends segmenting the data from this sample into narrower groupings, such as by career stage, to determine whether autonomy, competence, and relatedness scores and narrative themes vary by persistence level. This might provide additional insight into what women experience at early, mid, and later career stages, and what types of support are most valuable to women at throughout their careers in STEM. She would also like to conduct a study to interview persisters and non-persisters to gain additional insights into their experiences in STEM. Another research thread would be to design and implement a program that brings together girls and professional women in STEM, to investigate how the experience affects their perceptions of autonomy, competence, and relatedness and persistence. Ideally, this would be a longitudinal study, to determine whether and how it affects STEM persistence over time. Conclusion The experiences of women who persist in STEM are as diverse as those who live them. The combined quantitative and qualitative results in this study provide strong support for the provision of educational and work environments that promote women’s autonomy, competence, and relatedness. This study also highlights the influence of sociocultural and external factors on women’s careers. The findings from this study shine a spotlight on women’s strategies for staying in STEM, but also illuminate conditions that threaten their persistence. The combined quantitative and qualitative results demonstrated the strength of many women’s commitment to STEM careers. There were only a few respondents who said they experienced no obstacles to their persistence. The overwhelming majority of persisters had strong satisfaction but also reported frustrations. These results provide valuable insight into what supports persistence and point to areas where additional support is required. By listening to their experiences and advice, organizations can improve policies and practices that help lessen the risk of attrition of women from STEM. Such improvements can help mitigate the attrition points by preparing young women for the challenges they are likely to face and thereby support their persistence. Declarations Ethics Approval and Consent to Participate This research was approved by the Pepperdine University IRB (Protocol #23-03-2119). Prior to participation, participants were informed of their rights and responsibilities and affirmed their consent. The study was conducted in accordance with the ethical principles governing research involving human subjects, as outlined by the American Psychological Association. Competing Interests The author declares no competing interests. Funding information: None Author Contribution H.S. is the sole researcher and author of this manuscript. Acknowledgement The author acknowledges Kay Davis, Ed.D., Judith Fusco, Ph.D., and Karen Magner, Ed.D. for their guidance and support. Data Availability The data that support the findings of this study are not available to preserve participant privacy per Pepperdine University IRB Protocol #23-03-2119. References Ahmed, W. (2018). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5856948","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":423160358,"identity":"47e1bfb5-bb76-4021-a9f0-495780e27ee8","order_by":0,"name":"Heather Saigo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+ElEQVRIiWNgGAWjYBACAyBmBrNA5AcgZmMnrIWxGaaFcQZICzPRWkC6eGDW4QPm7M3PHxdU3LPnb2e/+Njm1zZ5PmYGxg8fc3Brsew5Ztg840xx4ozDPMXGuX23DduYGZglZ27D47AbCYbNvG0JCQyHedKkc3tuMwK1sDHz4tNy//nHZt5/CfbyIC2WPbftCWu5wQO0pSGBccNh9mPSDD9uJxLWciancDbPsYTEjYd5mA17G24ntzEzNuP3y/HjGz7z1CTYy50//vDBjz+3bee3Nx/88BGPFiTAY8DA2AZiMDYQpR4I2B8wMPwhVvEoGAWjYBSMJAAAugVRA+qDmKYAAAAASUVORK5CYII=","orcid":"","institution":"Pepperdine University","correspondingAuthor":true,"prefix":"","firstName":"Heather","middleName":"","lastName":"Saigo","suffix":""}],"badges":[],"createdAt":"2025-01-18 21:38:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5856948/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5856948/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":107706028,"identity":"5b56aec8-e271-4f65-a887-5c5e3b629bba","added_by":"auto","created_at":"2026-04-24 09:17:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1185017,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5856948/v1/3f83299a-f063-4e6c-8f62-35c38e3846b4.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences","fulltext":[{"header":"Introduction","content":"\u003cp\u003eResearch into women\u0026rsquo;s persistence in science, technology, engineering, and mathematics (STEM) fields is important due to its effects on the collective advancement of society as well as individual empowerment. Despite the progress society has made towards gender equality, a substantial gender gap still exists in STEM fields (Kang \u0026amp; Kaplan, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; National Science Board, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Women, who comprise roughly half of the U.S. workforce, hold only 25% of jobs in STEM fields (Noonan, \u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Petersen, \u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The disparity is even more pronounced among underrepresented minority women, who occupy only 4% of STEM jobs (Guy \u0026amp; Boards, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe underrepresentation of women in STEM indicates a lack of diversity, which has broad implications beyond individual opportunities (Graves et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The relative lack of women in STEM affects individual career achievement, since women in STEM jobs tend to earn higher wages than women in non-STEM jobs (Beede et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Goris, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Noonan, \u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Encouraging more women to pursue STEM careers could lead to higher earnings, thereby helping close the gender pay gap and enhancing women\u0026rsquo;s economic opportunities. A diverse workforce fosters a wider range of ideas, perspectives, and approaches, which can improve creativity and productivity (National Science Board, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Studies have found that teams with greater gender diversity are more creative and innovative (Bello-Pintado \u0026amp; Bianchi, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), may experience better corporate performance (Rodr\u0026iacute;guez-Dom\u0026iacute;nguez et al., \u003cspan citationid=\"CR112\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), revenue, and market share (Herring, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Excluding women from the STEM workforce means missing out on their perspectives and contributions. In addition to economic effects, the underrepresentation of women in STEM research has potentially harmful effects on health and safety. Despite recent changes to research guidelines, women were excluded from STEM subjects for decades. As a result of most research being performed by men on male subjects, some products and practices caused unintended or harmful effects when applied to women, children, and others whose characteristics differ from those of the average male. For example, medical treatments developed for men may not produce the same results in women and could possibly cause harm (Holdcroft, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Similarly, automobile safety features tested on crash test dummies modeled after men might not protect others equally (Forman et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Gupta, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kahane, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Linder \u0026amp; Svensson, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThere are signs of improving gender parity in some STEM fields, but women are especially underrepresented in math-intensive fields, including engineering and physics (Buse et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Glass et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Kahveci et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Smith, \u003cspan citationid=\"CR126\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Zeng \u0026amp; Duncan, \u003cspan citationid=\"CR140\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Even in fields with a larger proportion of women earning college degrees, the gender gap grows at higher levels of academic attainment and industry leadership (McCullough, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; National Coalition for Women and Girls in Education, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ong et al., \u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Researchers looking for the origin of the gender gap found that it may begin in childhood. Young boys and girls show similar levels of STEM interest and ability initially, but express differences in attitudes by kindergarten (Ceci et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The gap grows throughout schooling, and is attributed to many influences, including exposure to toys and media portraying stereotypical gender roles and careers (Cheryan et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Reich et al., \u003cspan citationid=\"CR109\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), math anxiety (Ahmed, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ashcraft \u0026amp; Moore, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Woodard, \u003cspan citationid=\"CR136\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), low self-efficacy (Ellis et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Rittmayer \u0026amp; Beier, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), and the idea that boys are inherently better suited for STEM (Cvencek et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Kuhl et al., \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In post-secondary and graduate school environments, additional factors influence women\u0026rsquo;s attrition from STEM, including an unwelcoming chilly climate (Miner et al., \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Walton et al., \u003cspan citationid=\"CR135\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), a lack of self-efficacy (Green \u0026amp; Sanderson, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Vincent-Ruz \u0026amp; Schunn, \u003cspan citationid=\"CR134\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), and experiences with discrimination and bias (Barthelemy et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Flam, 1991). These and other variables may contribute to women leaving STEM at a disproportionately high rate, resulting in the dearth of women at high levels in STEM.\u003c/p\u003e \u003cp\u003eUnderstanding and promoting women\u0026rsquo;s persistence in STEM is key to improving representation and diversity across the STEM landscape now and in the future. By retaining more women in STEM now, they can become teachers, decision-makers, research leaders, role models and mentors for future generations. Seeing women represented in a wide variety of STEM roles can inspire and encourage girls by supporting the development of STEM identity (Millar et al., \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Steinke, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), improving a sense of belonging (Xu \u0026amp; Lastrapes, \u003cspan citationid=\"CR138\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and helping them think beyond gendered career stereotypes (Schmader, \u003cspan citationid=\"CR119\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By understanding the factors that contribute to women\u0026rsquo;s persistence in STEM and developing strategies to support their success, the future of STEM can be more equitable than its past.\u003c/p\u003e \u003cp\u003eThe purpose of this study was to explore the motivations and experiences of women who have persisted in STEM. The following research questions guided the study.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eRQ1: What are the levels of autonomy, competence, and relatedness of women who have persisted in STEM?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRQ2: What experiences and influences contribute to women\u0026rsquo;s persistence in STEM?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRQ3: How do women explain various sociocultural influences on their persistence in STEM?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRQ4: How do women\u0026rsquo;s experiences align with their levels of autonomy, competence, and relatedness?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e\n\u003ch3\u003eSelf-Determination Theory as a Framework for Understanding Persistence\u003c/h3\u003e\n\u003cp\u003eSelf-determination theory (SDT) is a framework that recognizes the necessity of autonomy, competence, and relatedness in fostering intrinsic motivation. Each of these constructs plays a critical role in shaping individuals\u0026rsquo; decisions and behaviors, including whether to persist in challenging fields like STEM. SDT has been tested by researchers around the world and is supported by evidence from diverse fields and populations. The body of evidence for SDT shows that people tend to experience better outcomes, including better performance, improved persistence, and general well-being, when their basic psychological needs are satisfied (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Ryan \u0026amp; Deci, \u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Conversely, the frustration of basic psychological needs is associated with suboptimal outcomes, negative feelings, and general ill-being (Chen, Vansteenkiste, et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Therefore, it is thought that environments that foster intrinsic motivation by supporting a person\u0026rsquo;s autonomy, competence, and relatedness will increase her overall satisfaction and, therefore, improve outcomes such as persistence (Deci, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Howard et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ryan \u0026amp; Deci, \u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cem\u003eAutonomy\u003c/em\u003e refers to the feeling of being in control of one\u0026rsquo;s own choices and actions. It is not synonymous with independence or self-interest but is about having a sense of volitional control in making decisions (Ryan \u0026amp; Deci, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2000\u003c/span\u003e, \u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In the context of STEM persistence, autonomy can be seen as the ability to choose one\u0026rsquo;s path, exert control over one\u0026rsquo;s learning and career trajectory, and make decisions in harmony with one\u0026rsquo;s sense of self. Autonomy-supportive practices have been found to improve intrinsic motivation and self-efficacy (Garcia \u0026amp; Pintrich, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e1996\u003c/span\u003e), reduce dropout intentions (Girelli et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Jeno et al., \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Reeve et al., \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), and significantly improve persistence (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e1987\u003c/span\u003e; Koestner et al., \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). People experience greater autonomy satisfaction when they are invited to give input (Assor et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Patall et al., \u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Patall \u0026amp; Zambrano, \u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), make choices (Patall et al., \u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e2008\u003c/span\u003e, \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), understand rationales for tasks (Jang, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Reeve et al., \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2002\u003c/span\u003e; Steingut et al., \u003cspan citationid=\"CR127\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), and are genuinely interested in a subject (Blakey \u0026amp; McFadyen, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Christensen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Maltese \u0026amp; Cooper, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Salmi \u0026amp; Thuneberg, \u003cspan citationid=\"CR117\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cem\u003eCompetence\u003c/em\u003e is the perception of being able to successfully perform tasks. It is related to feeling capable and effective in one\u0026rsquo;s ability to learn and master skills (Skinner et al., \u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), and has been found to contribute to persistence for women in STEM (Edzie et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Sakellariou \u0026amp; Fang, \u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Competence-supportive environments can be cultivated by promoting science identity (Kim et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Vincent-Ruz \u0026amp; Schunn, \u003cspan citationid=\"CR134\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Xie et al., \u003cspan citationid=\"CR137\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), strengthening self-efficacy (Chemers et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Hunt et al., \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Sithole et al., \u003cspan citationid=\"CR123\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Zimmerman, \u003cspan citationid=\"CR141\" class=\"CitationRef\"\u003e2000\u003c/span\u003e), and promoting a growth mindset (Blackwell et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Hughes \u0026amp; Roberts, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Kricorian et al., \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cem\u003eRelatedness\u003c/em\u003e involves feeling connected to others, being cared for, and having meaningful relationships with family, friends, colleagues, and others (K.-A. Allen et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Baumeister \u0026amp; Leary, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Deci \u0026amp; Ryan, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Relatedness includes having a sense of belonging and mutual care, and is predictive of persistence in STEM (DuBow et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Gloria \u0026amp; Ho, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). To support relatedness satisfaction, environments may provide special groups or programs for women to lessen isolation (Bostwick \u0026amp; Weinberg, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; DuBow et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Espinosa, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), improve environmental cues such as posters featuring women (Cheryan et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), promote communal goals (Belanger et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Diekman et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Espinosa, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Fuesting et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), provide role models and mentors (Campbell \u0026amp; Skoog, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Canaan \u0026amp; Mouganie, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dennehy \u0026amp; Dasgupta, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Drury et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Millar et al., \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), foster peer connections (Banchefsky et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Robnett, \u003cspan citationid=\"CR111\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and support social coping (Leaper, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Shapiro \u0026amp; Sax, \u003cspan citationid=\"CR121\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Particular attention should be given to cultivating relatedness for members of marginalized groups (Brickhouse \u0026amp; Potter, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2001\u003c/span\u003e; Carlone \u0026amp; Johnson, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Jackson \u0026amp; Suizzo, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Rainey et al., \u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) by using inclusive practices to mitigate chilly climates (Dortch \u0026amp; Patel, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to SDT, these three psychological needs \u0026mdash; autonomy, competence, and relatedness \u0026mdash; are fundamental to human motivation and well-being. When these needs are satisfied, individuals are more likely to engage in activities out of inherent interest and enjoyment, leading to increased persistence and better outcomes. Conversely, the frustration of basic psychological needs can result in a lack of motivation, resulting in poorer persistence. SDT provides a robust framework for understanding motivation and persistence. Investigating persistence while focusing on autonomy, competence, and relatedness, this study offers insights into the factors that contribute to women\u0026rsquo;s persistence in STEM.\u003c/p\u003e "},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003eParticipants and Procedure\u003c/h2\u003e \u003cp\u003eThis study featured a pragmatic mixed methods approach. The researcher used a concurrent embedded mixed methods design (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), which enabled her to gather both quantitative and qualitative data simultaneously. Participants for the study were women with at least an undergraduate degree in STEM, plus two or more years of STEM graduate education or STEM work experience, for a minimum of six total years of experience. The years of STEM experience did not need to be continuous, which allowed women with career interruptions to participate. Potential participants were recruited through network and snowball sampling, using email and social media posts to distribute the survey information. After the initial invitations were sent, recipients were encouraged to share the survey information with other potential participants in their networks. The data were gathered using the Qualtrics platform to administer an electronic survey comprised of both quantitative and qualitative items. The survey was open for three weeks.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eMeasures\u003c/h3\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eSTEM Preparation and Persistence\u003c/h2\u003e \u003cp\u003eTo measure participants\u0026rsquo; persistence, the researcher collected information about their educational background and experience in STEM. These variables included the number of years in STEM, highest STEM degree obtained, occupation, and STEM-specific social media use. Demographic information was also collected, including age, race, household size, geographic region, and area type.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAutonomy, Competence, and Relatedness\u003c/h3\u003e\n\u003cp\u003eThe quantitative portion of the survey used the \u003cem\u003eBasic Psychological Need Satisfaction and Frustration Scale\u003c/em\u003e (BPNSFS), a 24-item tool designed to measure participants\u0026rsquo; levels of autonomy, competence, and relatedness (Van der Kaap-Deeder et al., \u003cspan citationid=\"CR131\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The scale included eight items to measure each construct. For example, \u0026ldquo;I feel a sense of choice and freedom in the things I undertake,\u0026rdquo; and \u0026ldquo;I feel pressured to do too many things,\u0026rdquo; were items used to measure perceived autonomy satisfaction and frustration. All of the items were rated on a scale from \u003cem\u003estrongly disagree\u003c/em\u003e (1) to \u003cem\u003estrongly agree\u003c/em\u003e (5). Cronbach\u0026rsquo;s alpha values ranged from .84 to .92, indicating good to excellent reliability. To assess relationships between the extent of persistence (\u003cem\u003eYears in STEM\u003c/em\u003e) and the constructs, analysis of variance (ANOVA), \u003cem\u003et\u003c/em\u003e-tests, and Spearman correlations were used.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eLived Experiences as STEM Persisters\u003c/h2\u003e \u003cp\u003e The qualitative data were gathered using several open-ended questions that allowed participants to narrate their experiences as persisters in STEM. \u0026ldquo;What are some strategies you use to overcome obstacles so that you can persist in STEM?\u0026rdquo; and \u0026ldquo;Please provide a short explanation of why you stay in STEM,\u0026rdquo; are two examples of the open-ended items. The open-ended questions were written to complement the scale items, thereby integrating both quantitative and qualitative strands throughout the study. The narrative responses were analyzed using iterative thematic analysis.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003ch2\u003eDemographics\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;After the data were collected and cleaned, the sample size was 641 women. The respondents were demographically diverse (Table 1), with most reporting \u003cem\u003eAge\u003c/em\u003e between 27-42 years (62.03%), \u003cem\u003eCaucasian\u003c/em\u003e race (76.67%), residing O\u003cem\u003eutside the U.S.\u003c/em\u003e (30.23%) or in the \u003cem\u003eU.S. West\u003c/em\u003e (24.84%). The most common living situations were \u003cem\u003eUrban\u003c/em\u003e (48.94%) with a household size of 2-3 people (64.01%). Most respondents reported having \u003cem\u003e9-15 Years in STEM\u003c/em\u003e (38.92%), a \u003cem\u003eDoctorate Level\u003c/em\u003e STEM degree (41.34%), and a current occupation of \u003cem\u003eLife Scientist\u003c/em\u003e (30.48%) or \u003cem\u003eComputer Scientist\u003c/em\u003e (26.77%), as shown in Table 2. Most of the respondents reported that they did participate in STEM-specific social media (\u003cem\u003en\u003c/em\u003e = 405, 66.28%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFrequencies and Percentages of Demographic Variable Responses\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/69519_bce2c0439cd956a6/69519_custom_files/img1776846453.png\" style=\"width: 591px;\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: Due to rounding errors, percentage totals may not equal 100%.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSTEM Background Variables\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/69519_bce2c0439cd956a6/69519_custom_files/img1776846465.png\" style=\"width: 625px;\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: Due to rounding errors, percentage totals may not equal 100%.\u003c/p\u003e\n\u003ch2\u003eAutonomy, Competence, and Relatedness Scores\u003c/h2\u003e\n\u003cp\u003eThis study resulted in several key findings that underscore the importance of autonomy, competence, and relatedness as fundamental factors influencing the persistence of women in STEM. The sample demonstrated high scores (Table 3) for \u003cem\u003eAutonomy Satisfaction\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 15.75, \u003cem\u003eSD\u003c/em\u003e = 3.84), \u003cem\u003eCompetence Satisfaction\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 16.70, \u003cem\u003eSD\u003c/em\u003e = 4.20), and \u003cem\u003eRelatedness Satisfaction\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 16.69, \u003cem\u003eSD\u003c/em\u003e = 3.65).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSummary Statistics for Combined and Individual Construct Satisfaction Scores\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"629\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 27.7338%;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003eStd Dev\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e\u003cem\u003en\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003eMin\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003eMax\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 27.7338%;\"\u003e\n \u003cp\u003eCombined satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e48.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e9.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e477\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e7.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e60.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e54.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 27.7338%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e15.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e3.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e477\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e3.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 27.7338%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e16.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e3.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e469\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 27.7338%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e16.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e3.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e464\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.0444%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe group produced lower scores (Table 4) for \u003cem\u003eAutonomy Frustration\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 12.07, \u003cem\u003eSD\u003c/em\u003e = 4.20), \u003cem\u003eCompetence Frustration\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 10.17, \u003cem\u003eSD\u003c/em\u003e = 4.52), \u003cem\u003eRelatedness Frustration\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 8.82, \u003cem\u003eSD\u003c/em\u003e = 4.11). ANOVA tests (Table 5) showed relationships between autonomy, competence, relatedness, and persistence. The \u003cem\u003eCombined Satisfaction\u003c/em\u003e of autonomy, competence, and relatedness was significantly different between levels of \u003cem\u003eYears in STEM\u003c/em\u003e (\u003cem\u003eF\u003c/em\u003e(3, 473) = 3.19, \u003cem\u003ep\u003c/em\u003e = .023), with the mean for \u003cem\u003e6-8 years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 46.41, \u003cem\u003eSD\u003c/em\u003e = 10.34) significantly smaller than for \u003cem\u003e30+ years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 51.05, \u003cem\u003eSD\u003c/em\u003e = 9.73, \u003cem\u003ep\u003c/em\u003e = .046). Also, \u003cem\u003eCompetence Satisfaction\u0026nbsp;\u003c/em\u003e(\u003cem\u003eF\u003c/em\u003e(3, 465)= 11.90, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) was significantly different between levels of \u003cem\u003eYears in STEM\u003c/em\u003e. The mean scores for \u003cem\u003eCompetence Satisfaction\u003c/em\u003e were significantly lower for women in less-experienced groups than for those with the most \u003cem\u003eYears in STEM\u003c/em\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSummary Statistics for Combined and Individual Construct Frustration Scores\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"599\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 29.1181%;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003eStd Dev\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e\u003cem\u003en\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003eMin\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003eMax\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 29.1181%;\"\u003e\n \u003cp\u003eCombined frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e30.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e10.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e471\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e7.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e60.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e28.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 29.1181%;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e12.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e4.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e470\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e3.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e11.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 29.1181%;\"\u003e\n \u003cp\u003eCompetence frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e10.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e4.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e465\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e3.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 29.1181%;\"\u003e\n \u003cp\u003eRelatedness frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e8.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e4.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e457\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e20.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.8136%;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eANOVA tests (based on an alpha value of .05) also showed significant differences in \u003cem\u003eCombined Frustration\u003c/em\u003e (\u003cem\u003eF\u003c/em\u003e(3, 467) = 3.69, \u003cem\u003ep\u003c/em\u003e = .012) of autonomy, competence, and relatedness between levels of persistence (Table 5). Further analyses revealed significantly higher (\u003cem\u003ep\u003c/em\u003e = .031) \u003cem\u003eCombined Frustration\u003c/em\u003e for women with \u003cem\u003e6-8 Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 32.04, \u003cem\u003eSD\u003c/em\u003e = 11.12) and \u003cem\u003e9-15 Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 31.21, \u003cem\u003eSD\u003c/em\u003e = 10.02) than for those with \u003cem\u003e30+ Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 26.11, \u003cem\u003eSD\u003c/em\u003e = 8.75). Furthermore, \u003cem\u003eCompetence Frustration\u0026nbsp;\u003c/em\u003e(\u003cem\u003eF\u003c/em\u003e(3, 461) = 14.98, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) was significantly different between levels of \u003cem\u003eYears in STEM\u003c/em\u003e. The mean scores for \u003cem\u003eCompetence Frustration\u003c/em\u003e for women with \u003cem\u003e6-8 Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 11.49, \u003cem\u003eSD\u003c/em\u003e = 4.63, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001), \u003cem\u003e9-15 Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 10.66, \u003cem\u003eSD\u003c/em\u003e = 4.45, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001), and \u003cem\u003e16-29 Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 9.18, \u003cem\u003eSD\u003c/em\u003e = 4.11, \u003cem\u003ep\u003c/em\u003e = .008) were all significantly greater than for those with \u003cem\u003e30+ Years\u003c/em\u003e (\u003cem\u003eM\u003c/em\u003e = 6.56, \u003cem\u003eSD\u003c/em\u003e = 3.13) in STEM. \u003cem\u003eCompetence Frustration\u003c/em\u003e for the group with \u003cem\u003e6-8 years\u003c/em\u003e in STEM was significantly higher than for those with \u003cem\u003e16-29 years\u003c/em\u003e (\u003cem\u003ep\u003c/em\u003e \u0026lt; .001). Additionally, \u003cem\u003eCompetence Frustration\u003c/em\u003e for those with \u003cem\u003e9-15 years\u003c/em\u003e in STEM was significantly higher than for those with \u003cem\u003e16-29 years\u003c/em\u003e (\u003cem\u003ep\u003c/em\u003e = .018) and those with \u003cem\u003e30+ years\u003c/em\u003e (\u003cem\u003ep\u003c/em\u003e \u0026lt; .001). The effect sizes (eta squared) of the associations were small, indicating that other variables were involved. These findings provide statistical evidence supporting the relevance of SDT in understanding and improving women\u0026rsquo;s persistence in STEM.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eResults of ANOVA Examination of Theoretical Constructs and Years in STEM\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eVariable 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eVariable 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e\u003cem\u003eSS\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e\u0026eta;\u003csub\u003ep\u003c/sub\u003e\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eCombined Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e879.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e3.19*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eCombined Frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e1149.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e3.69*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eAutonomy Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e100.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e2.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e0.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eAutonomy Frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e20.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e.38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e.766\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eCompetence Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e392.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e11.90*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.07\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eCompetence Frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e840.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e14.98*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.09\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eRelatedness Satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e28.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e.71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e.546\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 28.8925%;\"\u003e\n \u003cp\u003eRelatedness Frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 24.077%;\"\u003e\n \u003cp\u003eYears in STEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11.557%;\"\u003e\n \u003cp\u003e63.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5.77849%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.5939%;\"\u003e\n \u003cp\u003e1.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.9149%;\"\u003e\n \u003cp\u003e.288\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8.1862%;\"\u003e\n \u003cp\u003e.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e * ANOVA examined based on alpha value of .05.\u003c/p\u003e\n\u003ch2\u003eNarrative Themes\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;The qualitative data complemented and enriched the quantitative findings by providing an in-depth look into the lived experiences of women in STEM. The open-ended questions garnered nearly 2300 narrative responses. The respondents described their experiences with persistence in seven \u003cem\u003eAutonomy Satisfaction\u003c/em\u003e themes (\u003cem\u003eEnjoyment\u003c/em\u003e, \u003cem\u003eChoice and Input\u003c/em\u003e, \u003cem\u003eGenuine Interest\u003c/em\u003e, \u003cem\u003eWork-life Balance\u003c/em\u003e, \u003cem\u003eSelf-care and Health\u003c/em\u003e, \u003cem\u003ePurpose\u003c/em\u003e, and \u003cem\u003eBe Yourself\u003c/em\u003e), five \u003cem\u003eCompetence Satisfaction\u003c/em\u003e themes (\u003cem\u003eSelf-efficacy\u003c/em\u003e, \u003cem\u003eGrowth Mindset\u003c/em\u003e, \u003cem\u003eGrit and Perseverance\u003c/em\u003e, \u003cem\u003eScience Identity\u003c/em\u003e, and \u003cem\u003eEffort\u003c/em\u003e), and five \u003cem\u003eRelatedness Satisfaction\u003c/em\u003e themes (\u003cem\u003eSocial Support\u003c/em\u003e, \u003cem\u003eCommunal Benefit\u003c/em\u003e, \u003cem\u003eBelonging\u003c/em\u003e, \u003cem\u003eRole Models\u003c/em\u003e, and \u003cem\u003eCommunication Skills\u003c/em\u003e), all shown in Table 6. They also indicated five \u003cem\u003eAutonomy Frustration\u003c/em\u003e themes (\u003cem\u003eDisappointment\u003c/em\u003e, \u003cem\u003eLack of Choice\u003c/em\u003e, \u003cem\u003eLack of Work-life Balance\u003c/em\u003e, \u003cem\u003eLack of Enjoyment,\u003c/em\u003e \u003cem\u003eLack of Interest\u003c/em\u003e), three \u003cem\u003eCompetence Frustration\u003c/em\u003e themes (\u003cem\u003eLack of Knowledge\u003c/em\u003e, \u003cem\u003eLack of Career Benefits\u003c/em\u003e, \u003cem\u003eLack of Confidence\u003c/em\u003e), and two \u003cem\u003eRelatedness Frustration\u003c/em\u003e themes (\u003cem\u003eLack of Relatedness\u003c/em\u003e, \u003cem\u003eLack of Role Models\u003c/em\u003e), shown in Table 7. Finally, there were six sociocultural themes (\u003cem\u003eDiscrimination and Bias\u003c/em\u003e, \u003cem\u003eCareer and Money\u003c/em\u003e, \u003cem\u003eProblems with Men\u003c/em\u003e, \u003cem\u003eConcern About Family\u003c/em\u003e, \u003cem\u003eAcademia Culture\u003c/em\u003e, and \u003cem\u003eProblems with Women\u003c/em\u003e; Table 8). All of the themes derived from the qualitative data are presented below, with the frequency of code assignments, theme descriptions, and illustrative quotations. The narratives shared by participants provided valuable insights into how they navigate challenges and find support within their fields. These themes provide additional context for the quantitative scores obtained from the BPNSFS.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAutonomy, Competence, and Relatedness Satisfaction Themes\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstruct\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eShort description\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIllustrative quote\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eBe yourself\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eAbility to be authentic, not needing to act or look like others.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;\u0026hellip;you don\u0026rsquo;t have to act like your male colleagues, be yourself. \u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003ePurpose\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHaving a sense of purpose, having reasons for doing activities.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;Stay positive and remind myself of why I am doing this.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eSelf-care and health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eMaintaining physical or mental health.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;...exercising regularly, keeping a routine sleep schedule, and going to therapy.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eWork-life balance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e112\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHaving work-life balance, keeping work separate from pleasure.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;Be strong in setting your own work-life balance boundaries...\u0026quot;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eGenuine interest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHaving interest in a topic, curiosity, being fascinated, not being bored.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I\u0026apos;ve always been interested in science and discovery...\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eChoice and input\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHaving volitional control over actions, speaking up.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I now choose to work in places that have more diversity...\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eEnjoyment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e280\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eLoving or having passion for a subject or activity, having fun.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I love STEM. I love the way it makes my brain light up. \u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eEffort\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eWorking toward a degree or career, investing time or money.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;My educational and work background has set me on a path to stay in STEM.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eScience identity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eFeeling like science is a good fit, born to do science, identifying with occupation.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I enjoy science. It is the only field I see myself in. This has been the same since childhood. \u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eGrit, perseverance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eWork ethic, will, stubbornness, perseverance, resilience.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;\u0026hellip;there is nothing that will stop me. It\u0026apos;s a mindset. Failure is not an option. \u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eGrowth mindset\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eAccepting challenges and failures as learning opportunities.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;Understanding that hardships/struggles are common and don\u0026rsquo;t mean I am a failure.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eSelf-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eConfidence in one\u0026rsquo;s ability, mastery, expertise.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I find problem solving fun and have a particular aptitude for doing so...\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eCommunication skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eCommunicating effectively, knowing how to negotiate, having social skills.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026quot;I wish I learned to negotiate earlier and diplomatically navigate tough situations.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eRole models\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003ePositive real-life or fictional role model, mentor, peer exemplar.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;Mentorship from other women is key.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eBelonging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eBeing part of a community, shared experiences, being accepted, feeling connected.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;STEM specific social media helps me feel involved in a community and that positively impacts my motivation to stay in STEM.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eCommunal benefit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e243\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eWorking with or to benefit others, mentoring, networking.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;I remain here because I feel like I am moving humanity and the Earth forward.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 14.7436%;\"\u003e\n \u003cp\u003eSocial support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 12.1795%;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 6.73077%;\"\u003e\n \u003cp\u003e310\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHaving supportive relationships, commiserating, social coping.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 35.5769%;\"\u003e\n \u003cp\u003e\u0026ldquo;Support from friends\u0026hellip; has been the single most important thing that has pulled me through tough spots.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAutonomy, Competence, and Relatedness Frustration Themes\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstruct\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 41px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eShort description\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIllustrative quote\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of interest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eNot interested or not aware of an interest.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I\u0026rsquo;m not that interested in social media.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of enjoyment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eNot liking or enjoying something, finding it unpleasant or boring.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026quot;Not everything is a fun challenge or an interesting puzzle.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of work-life balance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eUnreasonable hours, giving up other activities for work.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;The time commitment is tremendous and the work-life balance is awful.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of choice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eFeeling forced to persist, trapped, pressured, not being heard.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;Invisible pressure from my parents...\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eDisappointment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eGeneral disappointment, resignation.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;24 years on, the percentage of women in STEM is still the same.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of confidence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eCompetence frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eLack of confidence, imposter syndrome, low self-efficacy.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;My biggest obstacle has probably been self doubt and lack of confidence.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of career benefits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eCompetence frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eTrouble finding jobs, insufficient pay/benefits, lack of advancement, low professional status.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;It\u0026rsquo;s not necessarily the golden goose of financial stability it has always been presented to me to be.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eCompetence frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eNot knowing about options, opportunities, resources.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I wish I had more opportunities to experience STEM careers first hand.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of role models\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eRelatedness frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eLacking mentors or role models, guidance; negative experiences with advisors.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I wish I was exposed to other women in STEM who had made difficult career decisions.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eLack of relatedness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eRelatedness frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e104\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eLack of social support/community, toxic environment.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;Competitiveness is rampant and that makes forming meaningful, trustworthy relationships hard.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 92px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 215px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 8\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSociocultural Factors Themes\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstruct\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 41px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eShort description\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIllustrative quote\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eDiscrimination and bias\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e175\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eExperiencing misogyny, sexism, racism, lack of diversity, etc.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026quot;I\u0026rsquo;ve encountered a sexual harassment case at every place I\u0026rsquo;ve worked and I\u0026rsquo;m sick of it. \u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eCareer and money\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eFinancial and career benefits, career stability.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I stay in STEM because I have a stable job that pays my bills.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eProblems with men\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eExperiencing harassment, feeling unsafe, undervalued, outnumbered.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I feel very uncomfortable with a male boss; I especially hate being alone with them.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eConcern about family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eLack of support for mothers, dependent care, unfair assumptions.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;I\u0026rsquo;m terrified of losing my place if my husband and I decide to start a family.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eAcademia culture\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eDifficulties with university culture, uncertainty, unfair treatment.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;Academia is a never ending, often soul crushing grind.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 92px;\"\u003e\n \u003cp\u003eProblems with women\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSociocultural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 40px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 198px;\"\u003e\n \u003cp\u003eTrouble with women, toxic behavior, bullying.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 215px;\"\u003e\n \u003cp\u003e\u0026ldquo;Female managers/senior are literally the worst in my profession; more likely to bully and harass staff.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 92px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 198px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 215px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe thematic results enhanced the quantitative results, affirming the influence of autonomy, competence, and relatedness on persistence, but also highlighting the widely varied experiences of women in STEM. The integration of quantitative and qualitative results allowed for strong conclusions to be developed. The quantitative data provided statistical evidence of the positive relationship between need satisfaction and persistence in STEM, although the effect sizes of the theoretical constructs and sociocultural variables on persistence were small. This indicates that other influences must account for most of the observed associations. Given the diversity within the sample, which included participants from around the world, members of more than seven racial groups, spanning more than four decades in age and experience, representing more than eight STEM disciplines, at various stages of family life and identity intersections, it is not surprising that the results indicate additional variables at play. However, the totality of the findings emphasizes the need for policies and practices that foster the satisfaction of autonomy, competence, and relatedness to promote the persistence of women in STEM.\u003c/p\u003e\n\u003ch2\u003eIntegration of Quantitative and Qualitative Findings to Answer Research Questions\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;The demographic description, quantitative findings from the BPNSFS, and thematic results of open-ended responses provided a rich depiction of their experiences with persistence in STEM. The results from the data sets were aligned and integrated to form a more complete picture of the findings. Key quantitative and qualitative findings are presented together in Table 9 and are applied to answer the research questions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 9\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eIntegrated Display of Key Quantitative and Qualitative Findings\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"625\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003eBPNSFS Score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u003cem\u003eF, p\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThemes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003eIllustrative quote\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eAutonomy satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 15.75\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e = 3.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e2.28, .078\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eEnjoyment, Choice and Input, Genuine Interest, Work-life Balance, Self-care and Health, Purpose, Be Yourself\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;I really enjoy math and I find it fulfilling.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eAutonomy frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 12.07\u003cbr\u003e\u003cem\u003eSD\u003c/em\u003e = 4.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e.38, .766\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eDisappointment, Lack of Choice, Lack of Work-life Balance, Lack of Enjoyment, Lack of Interest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;It really sucks, honestly... would not choose again.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eCompetence satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 16.70\u003cbr\u003e\u003cem\u003eSD\u003c/em\u003e = 3.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e11.90*, .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eSelf-efficacy, Growth Mindset, Grit and Perseverance, Science Identity, Effort\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;There is nothing that will stop me. It\u0026apos;s a mindset. Failure is not an option.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eCompetence frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 10.17\u003cbr\u003e\u003cem\u003eSD\u003c/em\u003e = 4.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e14.98*, .001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eLack of Knowledge, Lack of Career Benefits, Lack of Confidence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;I would\u0026apos;ve simply liked to know how it all works, without a roadmap it\u0026apos;s so hard.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eRelatedness satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 16.69\u003cbr\u003e\u003cem\u003eSD\u003c/em\u003e = 3.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e.71, .546\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eSocial Support, Communal Benefit, Belonging, Role Models, Communication Skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;I like contributing to society\u0026apos;s scientific knowledge, mentoring and supporting younger researchers...\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eRelatedness frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 8.82\u003cbr\u003e\u003cem\u003eSD\u003c/em\u003e = 4.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e1.26, .288\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003eLack of Relatedness, Lack of Role Models\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026quot;It is filled to the brim with males who hate me for being a woman.\u0026quot;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eCombined satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 48.40\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e = 9.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e3.19*, .023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 73px;\"\u003e\n \u003cp\u003eCombined frustration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e = 30.64\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e = 10.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 78px;\"\u003e\n \u003cp\u003e3.69*, .012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 210px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 175px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote\u003c/em\u003e. * ANOVA (\u003cem\u003eF\u003c/em\u003e) examined based on alpha value of .05 when calculated for \u003cem\u003eYears in STEM\u003c/em\u003e and variables. Detailed results shown in Table 5.\u003c/p\u003e\n\u003ch3\u003eRQ1: What Are the Levels of Autonomy, Competence, and Relatedness of Women Who Have Persisted in STEM?\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eThe respondents, all of whom were STEM persisters, generally displayed high levels of satisfaction and low levels of frustration across the constructs of autonomy, competence, and relatedness. Persistence, measured as \u003cem\u003eYears in STEM\u003c/em\u003e, was found to be associated with combined psychological need satisfaction (\u003cem\u003eF\u003c/em\u003e = 3.19, \u003cem\u003ep\u003c/em\u003e = .023) and inversely associated with combined psychological need frustration (\u003cem\u003eF\u003c/em\u003e = 3.69, \u003cem\u003ep\u003c/em\u003e = .012). A significant association was found between the individual construct of competence and persistence, suggesting that competence satisfaction (\u003cem\u003eF\u003c/em\u003e = 11.90, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) and competence frustration (\u003cem\u003eF\u003c/em\u003e = 14.98, \u003cem\u003ep\u003c/em\u003e \u0026lt; .001) were important to the participants\u0026rsquo; persistence. The statistically significant associations between \u003cem\u003eYears in STEM\u003c/em\u003e, need satisfaction, and need frustration, were small, suggesting that other variables also affected persistence.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003eRQ2: What Experiences and Influences Contribute to Women\u0026rsquo;s Persistence in STEM?\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eThe respondents shared many influences on their motivations to persist, including supports and obstacles. The most frequently mentioned supportive influences included satisfaction of autonomy, competence, and relatedness. Autonomy satisfaction was supported by feelings of \u003cem\u003eEnjoyment\u003c/em\u003e, \u003cem\u003eChoice and Input\u003c/em\u003e, having \u003cem\u003eGenuine Interest\u003c/em\u003e in STEM, maintaining \u003cem\u003eWork-life Balance\u003c/em\u003e, having a sense of \u003cem\u003ePurpose\u003c/em\u003e, prioritizing \u003cem\u003eSelf-care and Health\u003c/em\u003e, and feeling able to \u003cem\u003eBe Yourself\u003c/em\u003e. Competence satisfaction was supported by experiencing strong \u003cem\u003eSelf-efficacy\u003c/em\u003e, having a \u003cem\u003eGrowth Mindset\u003c/em\u003e, demonstrating \u003cem\u003eGrit and Perseverance\u003c/em\u003e, a sense of \u003cem\u003eScience Identity\u003c/em\u003e, and making \u003cem\u003eEffort\u003c/em\u003e. Relatedness satisfaction was experienced with \u003cem\u003eSocial Support\u003c/em\u003e, working for \u003cem\u003eCommunal Benefit\u003c/em\u003e, having a sense of \u003cem\u003eBelonging\u003c/em\u003e, the presence of \u003cem\u003eRole Models\u003c/em\u003e, and good \u003cem\u003eCommunication Skills\u003c/em\u003e. In addition to the satisfaction of psychological needs, women were also motivated to persist in STEM by factors related to \u003cem\u003eCareer and Money\u003c/em\u003e.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003eRQ3: How Do Women Explain Various Sociocultural Influences on Their Persistence in STEM?\u003c/h3\u003e\n\u003cp\u003eRespondents reported numerous sociocultural influences on their persistence in STEM. Several sociocultural demographic factors, in addition to theoretical constructs, were found to be significantly associated with persistence. Quantitative results indicated significant associations between persistence and \u003cem\u003eAge\u003c/em\u003e, \u003cem\u003eRace\u003c/em\u003e, \u003cem\u003eArea Type\u003c/em\u003e, \u003cem\u003eHighest STEM Degree\u003c/em\u003e, \u003cem\u003eCurrent Occupation\u003c/em\u003e, and \u003cem\u003eHousehold Size\u003c/em\u003e. Within those variables, certain subgroups were identified as being significantly different in terms of persistence. For example, \u003cem\u003eAge\u003c/em\u003e (large effect) and \u003cem\u003eHousehold Size\u003c/em\u003e (small effect) were positively correlated with \u003cem\u003eYears in STEM\u003c/em\u003e, meaning that participants with higher levels of persistence tended to be older and live in larger household groups. Within the \u003cem\u003eRace\u003c/em\u003e variable, members of \u003cem\u003eCaucasian\u003c/em\u003e and \u003cem\u003eOther\u003c/em\u003e groups had higher persistence than \u003cem\u003eAsian\u003c/em\u003e respondents. Respondents living in \u003cem\u003eRural\u003c/em\u003e areas demonstrated higher levels of persistence than those in \u003cem\u003eUrban\u003c/em\u003e areas. Respondents with \u003cem\u003eDoctoral Level\u003c/em\u003e degrees demonstrated significantly greater persistence than those with only \u003cem\u003eMaster\u0026rsquo;s Level\u003c/em\u003e and \u003cem\u003eBachelor\u0026rsquo;s Level\u003c/em\u003e degrees. Finally, those whose \u003cem\u003eCurrent Occupation\u003c/em\u003e was \u003cem\u003eSTEM Educator\u003c/em\u003e had significantly higher persistence than \u003cem\u003eComputer Scientists\u003c/em\u003e, suggesting that one\u0026rsquo;s occupation may affect her persistence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFrom the narrative data, the most frequently mentioned sociocultural influences involved \u003cem\u003eDiscrimination and Bias\u003c/em\u003e. There were multiple types of \u003cem\u003eDiscrimination and Bias\u003c/em\u003e experienced, including gender discrimination, sexual harassment, and racism. Women who are members of multiple minoritized groups were perceived by others to experience greater levels of \u003cem\u003eDiscrimination and Bias\u003c/em\u003e than those in majority populations. Other sociocultural influences included considerations of \u003cem\u003eCareer and Money\u003c/em\u003e, interpersonal \u003cem\u003eProblems with Men\u003c/em\u003e and \u003cem\u003eProblems with Women\u003c/em\u003e, feeling \u003cem\u003eConcern about Family\u003c/em\u003e and navigating \u003cem\u003eAcademia Culture\u003c/em\u003e. Most respondents described their experiences as complicated and challenging, but said they were still motivated to persist.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003eRQ4: How Do Women\u0026rsquo;s Experiences Align with Their Levels of Autonomy, Competence, and Relatedness?\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eThere was strong alignment between quantitative levels of autonomy, competence, and relatedness and women\u0026rsquo;s experiences persisting in STEM. The quantitative results showed relatively high satisfaction and low frustration of autonomy, competence, and relatedness. Study participants shared thousands of personal examples, describing how they experience satisfaction and frustration of their basic psychological needs. The narrative evidence provided rich context and real-world examples of women\u0026rsquo;s experiences of autonomy, competence, and relatedness. Table 9 highlights results from both the quantitative and qualitative analyses side-by-side to show this alignment.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003eSummary of Findings\u003c/h2\u003e\n\u003cp\u003eWomen who persist in STEM tended to display high satisfaction of their basic psychological needs. Significant associations were found between \u003cem\u003eYears in STEM\u003c/em\u003e, \u003cem\u003eCombined Satisfaction\u003c/em\u003e (autonomy, competence, and relatedness) and \u003cem\u003eCompetence Satisfaction\u003c/em\u003e. Women also tended to perceive low levels of autonomy, competence, and relatedness frustration. Significant associations were found between \u003cem\u003eYears in STEM\u003c/em\u003e, \u003cem\u003eCombined Frustration\u003c/em\u003e, and \u003cem\u003eCompetence Frustration\u003c/em\u003e. While significant associations were found between some variables and persistence, the effect sizes were small, indicating the presence of other influences. Sociocultural factors were described as contributing both positive and negative influences on women\u0026rsquo;s motivations to persist in STEM.\u003c/p\u003e\n\u003ch2\u003eStudy Conclusions\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;After comprehensive analyses of the data, the researcher drew four conclusions from the study. These conclusions are supported by the findings of either the quantitative or qualitative analyses or both. The conclusions are discussed below, along with explanations of how they fit with previous research.\u003c/p\u003e\n\u003ch3\u003eConclusion 1: Women Who Persist in STEM Are Highly Satisfied Overall\u003c/h3\u003e\n\u003cp\u003eWomen who persist in STEM reported high levels of satisfaction in autonomy, competence, and relatedness. These three factors contribute to a sense of motivation for women in STEM, thereby encouraging persistence. Considering the constructs separately, competence may be particularly essential to women\u0026rsquo;s persistence in STEM, as this factor was individually and significantly associated with persistence for women in this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Scholarship.\u003c/strong\u003e This study affirms previous findings that persistence is associated with the satisfaction of autonomy, competence, and relatedness. Women in this study, who have demonstrated persistence in STEM, exhibit high quantitative scores for construct satisfaction. These findings confirm previous research showing that autonomy (Mlambo \u0026amp; Mabokela, 2017; Schmitt et al., 2021; Simon et al., 2015; VanAntwerp \u0026amp; Wilson, 2018), competence (Buse et al., 2013; Nauta et al., 1998; Schaefers et al., 1997), and relatedness (Bostwick \u0026amp; Weinberg, 2022; Canaan \u0026amp; Mouganie, 2021; Dennehy \u0026amp; Dasgupta, 2017; Espinosa, 2011; Herrmann et al., 2016) positively affect persistence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn addition to the significant positive association between overall satisfaction and persistence, there was a significant positive association between \u003cem\u003eCompetence Satisfaction\u003c/em\u003e and persistence. This invites further investigation into the relationship between competence and persistence, and contrasts somewhat with previous research. Work by Dasgupta was essential in the conception of this study, including her finding of the primacy of belonging as the critical factor in the retention of women in STEM (Dasgupta \u0026amp; Stout, 2014; National Science Foundation, 2016). The findings of this dissertation do not refute those of Dasgupta, since the current study also shows that persisters experience high relatedness satisfaction. However, the findings do provide evidence of the importance of competence in women\u0026rsquo;s decisions to persist in STEM.\u003c/p\u003e\n\u003ch3\u003eConclusion 2: Women in STEM Persist Despite Their Negative Experiences with Discrimination and Bias\u003c/h3\u003e\n\u003cp\u003eDespite facing \u003cem\u003eDiscrimination and Bias\u003c/em\u003e, women who persist in STEM were able to navigate and overcome these challenges. Women in the study perceived experiences with \u003cem\u003eDiscrimination and Bias\u003c/em\u003e as unavoidable. Respondents described encounters with sexual harassment, racism, age discrimination, and ablism, with instances of overt mistreatment creating peaks above the baseline of unbelonging and frequent microaggressions. However, some shared that negative experiences inspired them to develop greater \u003cem\u003eGrit and Perseverance\u003c/em\u003e to remain in STEM. Some women were motivated to persist in STEM so they could help change the system for future generations, as described in the theme of \u003cem\u003eCommunal Benefit.\u003c/em\u003e Others said they were willing to endure difficult situations due to their love and \u003cem\u003eEnjoyment\u003c/em\u003e of science. Many respondents credited their own \u003cem\u003eSocial Support\u003c/em\u003e networks and \u003cem\u003eRole Models\u003c/em\u003e with helping them navigate obstacles. Finally, a group of respondents said they were determined to stay in STEM for \u003cem\u003eCareer and Money\u003c/em\u003e. These and other themes show that women employ numerous strategies to persist in STEM careers despite widespread \u003cem\u003eDiscrimination and Bias\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Scholarship.\u003c/strong\u003e This conclusion supports previous research findings that women who persist in STEM need strategies to handle discrimination (Casad et al., 2021; Fisher et al., 2020; Schmader, 2023). Women in this study persisted through harassment and discrimination by adapting their behavior (Buse et al., 2013), relying on other women for advice and support (Espinosa, 2011; Shapiro \u0026amp; Sax, 2011), focusing on deep subject interest (Verd\u0026iacute;n, 2021), expertise (Cech et al., 2011), sense of identity (Millar et al., 2022), and working toward change (Casad et al., 2021; Kong et al., 2020).\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003eConclusion 3: To Ensure Women Persist in STEM, Organizations Must Consider and Adopt Policies and Practices for Supporting Individual Autonomy, Competence, Relatedness, and Financial Equity with Their Male Colleagues\u003c/h3\u003e\n\u003cp\u003eThe third conclusion emphasizes the need to implement policies and practices that support women\u0026rsquo;s autonomy, competence, relatedness, and workplace equity to maintain and improve persistence. This study provides statistical and qualitative evidence of multiple variables involved in women\u0026rsquo;s persistence in STEM. Women in this study are highly satisfied with their autonomy, competence, and relatedness, which correlate with their persistence. The women who participated in this study described specific experiences that contribute to the satisfaction of those needs, which resulted in 765 passages coded for autonomy, 453 passages coded for competence, and 873 for relatedness. These persistence-supportive factors have been discussed in detail in previous sections. In addition, women provided 357 passages describing situations that made them feel controlled, undervalued, unwelcome, and in some cases mistreated and harmed. Taken together, these findings can inform the cultivation of environments and programs that support women\u0026rsquo;s persistence and minimize obstacles.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Scholarship.\u003c/strong\u003e The top three autonomy themes were \u003cem\u003eEnjoyment\u003c/em\u003e, \u003cem\u003eChoice and Input\u003c/em\u003e, and \u003cem\u003eGenuine Interest\u003c/em\u003e, indicating that women desire opportunities to explore their interests, choose activities that they enjoy, and decide how to spend their time. Previous research found that these autonomy practices support persistence (Brubacher \u0026amp; Silinda, 2019; Maltese \u0026amp; Cooper, 2017; Patall et al., 2010, 2017; Talley \u0026amp; Martinez Ortiz, 2017). Respondents described their needs for competence satisfaction, including \u003cem\u003eSelf-efficacy\u003c/em\u003e, \u003cem\u003eGrowth Mindset\u003c/em\u003e, and \u003cem\u003eScience Identity\u003c/em\u003e, which confirms previous research on the importance of self-efficacy (Charleston \u0026amp; Leon, 2016; Rittmayer \u0026amp; Beier, 2009; Zeldin \u0026amp; Pajares, 2000), science identity (Millar et al., 2022; Stout et al., 2011), and growth opportunities (Fuesting et al., 2019; Posselt, 2018; R. Binning et al., 2019). This study confirms previous research findings on the need for relatedness to support persistence, by providing social support and belonging (DuBow et al., 2017), role models (Herrmann et al., 2016), mentors (A. M. Petersen, 2014), and communal goals (J. Allen et al., 2021; Belanger et al., 2020; Henderson et al., 2022; Peacock et al., 2020). In addition to receiving the support of others, women who persist in STEM also value opportunities to serve others (J. Allen et al., 2021).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEnvironments that support women\u0026rsquo;s persistence extend to their perceptions of equitable treatment on campus and at work. Financial equity for women in STEM goes beyond the numbers on a paycheck. The importance of \u003cem\u003eCareer and Money\u003c/em\u003e highlights the role of external factors in motivation, and supports previous findings that income positively affects women\u0026rsquo;s motivation (Schmitt et al., 2021). This finding has a place within the SDT framework, which recognizes a continuum of motivation, ranging from amotivation to intrinsic motivation (Howard et al., 2017; Ryan \u0026amp; Connell, 1989). External rewards are accounted for in various degrees of extrinsic motivation and lessen as motivation becomes more intrinsically regulated. Some of the respondents said their need for financial security also factored into their willingness to endure unpleasant workplaces. Previous research found that a need for financial safety can affect motivation along with psychological needs (Chen, Van Assche, et al., 2015). Respondents in this study shared their desires for flexible job options, maternity leave, and access to dependent care. These practices span multiple motivational variables and therefore are likely to require multi-pronged solutions, such as interventions to improve recruitment, mentoring, and climate (Casad et al., 2021) and practices designed to address psychological needs (Slemp et al., 2021). Organizations and educational institutions with environments that support these needs can help women persist in STEM.\u003c/p\u003e\n\u003ch3\u003eConclusion 4: There are Career Trajectory Points Where Risk of Attrition is More Likely to Occur\u003c/h3\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;The findings of this study demonstrated that there are significant associations between satisfaction, frustration, and persistence. Statistical analyses showed that women with the greatest number of years in STEM had significantly higher levels of combined satisfaction and significantly lower levels of combined frustration than those with the least experience. Similarly, women in lower age groups and with less educational attainment had fewer average years in STEM than older women and those with doctoral degrees. These findings suggest that women in earlier career stages (in younger age groups, with less educational attainment, having fewer years in STEM) may be at greater risk for attrition than women with greater satisfaction and persistence levels. Therefore, early career environments that contribute to low satisfaction and/or high frustration may expose \u0026ldquo;leaks\u0026rdquo; in the STEM pipeline, perpetuating the gender gap problem. Knowing that persisters encounter higher frustration in their earlier careers can help them anticipate and prepare for obstacles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Scholarship.\u003c/strong\u003e Previous research has found many possible contributing factors to attrition from STEM, beginning in childhood and increasing throughout women\u0026rsquo;s educational and career pathways. This study confirms previous findings that women in STEM experience attrition-contributing factors including biases favoring men (Amon, 2017; Andrus et al., 2018; Moss-Racusin et al., 2012, 2018), low self-efficacy (Orenstein \u0026amp; American Association of University Women, 1994), lack of mentors and role models (Amon, 2017), and a lack of belonging (Dasgupta \u0026amp; Stout, 2014; Good et al., 2012; Goris, 2020; Moore, 2020; Xu \u0026amp; Lastrapes, 2021).\u003c/p\u003e\n\u003ch2\u003eImplications for Practice\u003c/h2\u003e\n\u003cp\u003eThis study provides additional evidence of the need for autonomy, competence, and relatedness, for women to persist in STEM. While research-backed practices for supporting each construct have been discussed previously, there is a potential strategy that might address all three. These needs could be addressed by bringing together girls and women to engage in STEM activities well before students make decisions about college majors and career fields. Since students begin to develop attitudes about gender-appropriate career roles by kindergarten (Ceci et al., 2014), interventions to support their exploration of STEM must begin early.\u003c/p\u003e\n\u003cp\u003eFor example, science class visits from women in STEM, robotics clubs with women as coaches and leaders, and science-related social groups for girls and women in STEM, would expose girls to peer and adult role models, allow space for curiosity and hands-on exploration, and give STEM professionals additional opportunities for networking and community development. Some existing programs such as career days, classroom visits from STEM professionals, and STEM field trips, might be good starting places for such interactions. To be most effective, the activities should be planned inclusively, to represent the broad diversity of people and careers in STEM. Particular attention should be given to including members of historically excluded groups, since they tend to experience greater difficulty accessing such opportunities. For women in STEM jobs, organizations must assess and address weaknesses in their policies and practices to develop more supportive work environments.\u003c/p\u003e\n\u003cp\u003eIn addition to childhood support for STEM education and exploration, science educators and employers need to be aware of potentially weak areas in the pipeline. During transitions between schools, after common weed-out courses, and during early career stages, there may be higher risk of attrition for women in STEM. Providing additional support for autonomy, competence, relatedness, and financial equity around these points may help retain women in STEM educational and career pathways. Interventions that reinforce women\u0026rsquo;s volitional control, self-efficacy, growth mindset, and social support may contribute to retention.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003eStudy Limitations\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;After it was launched, the researcher discovered that the survey offered an incomplete range of choices for the \u003cem\u003eRace\u003c/em\u003e category, with no option listed for Latina or Hispanic respondents. Although respondents were able to write in an unlisted option, this omission may have caused some potential participants to feel excluded or to exit the survey. Also, the use of an anonymous online survey made it impossible to follow-up with respondents to probe for additional information. Another limitation was noted by a potential participant in a Reddit group, who pointed out that software engineers and other information technology (IT) professionals often focus on developing skills through experience and certificates, rather than obtaining traditional undergraduate and graduate degrees. By requiring an undergraduate degree to participate in this study, some women in IT were excluded, despite having persisted in STEM for more than six years. Finally, the sample size was not large enough to draw generalizable inferences about the relationships between variables, although this was not a goal of the study.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003eInternal Study Validity\u003c/h2\u003e\n\u003cp\u003eThroughout the study, the researcher implemented reflexive practices to ensure study validity. She used a research journal to record observations, concerns, and ideas to help minimize the influence of her biases (Creswell \u0026amp; Creswell, 2018). The BPNSFS tool had been previously validated, and it was used with permission and scored according to the instructions provided by its originators (Van der Kaap-Deeder et al., 2020). Subject matter experts were consulted to ensure that the open-ended questions were appropriate for the study. A survey construction expert was consulted to assist with the design and flow of the instrument. The study was approved by the Pepperdine University IRB prior to engaging participants, and no confidentiality or anonymity concerns were reported. Before launching the survey, a pilot test was conducted and minor adjustments were made. The researcher used software to collect and analyze data, which allowed for a transparent, documented process. A peer reviewer checked the researcher\u0026rsquo;s statistical analyses and qualitative coding to make sure they were done reliably.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003eRecommendations for Scholarship and Further Research\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;The quantitative and qualitative results of this study reinforce the tenets of SDT, providing further evidence that basic needs satisfaction is associated with persistence, including for this sample of women in STEM. Many themes revealed in the narrative responses also fit rather neatly within the construct \u0026ldquo;buckets.\u0026rdquo; Although the focus of this study was on factors that support persistence, it also found a significant negative association between frustration and persistence, which invites additional research. In addition to the scholarship implications noted after each conclusion above, this study provides additional support for the application of SDT and the BPNSFS. This is the first known study of women\u0026rsquo;s persistence in STEM that combines the BPNSFS instrument with qualitative evidence to triangulate results using mixed methods. The Cronbach alpha values calculated in this study provide additional evidence of the reliability of the BPNSFS as a research tool.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; In future studies, the researcher recommends segmenting the data from this sample into narrower groupings, such as by career stage, to determine whether autonomy, competence, and relatedness scores and narrative themes vary by persistence level. This might provide additional insight into what women experience at early, mid, and later career stages, and what types of support are most valuable to women at throughout their careers in STEM. She would also like to conduct a study to interview persisters and non-persisters to gain additional insights into their experiences in STEM. Another research thread would be to design and implement a program that brings together girls and professional women in STEM, to investigate how the experience affects their perceptions of autonomy, competence, and relatedness and persistence. Ideally, this would be a longitudinal study, to determine whether and how it affects STEM persistence over time.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe experiences of women who persist in STEM are as diverse as those who live them. The combined quantitative and qualitative results in this study provide strong support for the provision of educational and work environments that promote women\u0026rsquo;s autonomy, competence, and relatedness. This study also highlights the influence of sociocultural and external factors on women\u0026rsquo;s careers. The findings from this study shine a spotlight on women\u0026rsquo;s strategies for staying in STEM, but also illuminate conditions that threaten their persistence. The combined quantitative and qualitative results demonstrated the strength of many women\u0026rsquo;s commitment to STEM careers. There were only a few respondents who said they experienced no obstacles to their persistence. The overwhelming majority of persisters had strong satisfaction but also reported frustrations. These results provide valuable insight into what supports persistence and point to areas where additional support is required. By listening to their experiences and advice, organizations can improve policies and practices that help lessen the risk of attrition of women from STEM. Such improvements can help mitigate the attrition points by preparing young women for the challenges they are likely to face and thereby support their persistence.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eEthics Approval and Consent to Participate\u003c/h2\u003e \u003cp\u003e This research was approved by the Pepperdine University IRB (Protocol #23-03-2119). Prior to participation, participants were informed of their rights and responsibilities and affirmed their consent. The study was conducted in accordance with the ethical principles governing research involving human subjects, as outlined by the American Psychological Association.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eCompeting Interests\u003c/strong\u003e \u003cp\u003eThe author declares no competing interests.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding information:\u003c/h2\u003e \u003cp\u003eNone\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eH.S. is the sole researcher and author of this manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe author acknowledges Kay Davis, Ed.D., Judith Fusco, Ph.D., and Karen Magner, Ed.D. for their guidance and support.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e \u003cp\u003eThe data that support the findings of this study are not available to preserve participant privacy per Pepperdine University IRB Protocol #23-03-2119.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAhmed, W. 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Contemporary Educational Psychology, \u003cem\u003e25 1\u003c/em\u003e, 82\u0026ndash;91. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1006/ceps.1999.1016\u003c/span\u003e\u003cspan address=\"10.1006/ceps.1999.1016\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Motivation, Persistence, STEM Pipeline, Women in STEM, Self-Determination Theory","lastPublishedDoi":"10.21203/rs.3.rs-5856948/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5856948/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study\u0026rsquo;s purpose was to understand how women persist in STEM through the lens of self-determination theory, which posits that persistence improves when basic psychological needs are satisfied. The researcher recruited 641 women with 6\u0026thinsp;+\u0026thinsp;years of STEM experience for an anonymous online survey. The instrument included the 24-item Basic Psychological Need Satisfaction and Frustration Scale and several open-ended questions. Statistical analyses showed high satisfaction and low frustration levels for autonomy, competence, and relatedness. Significant associations were found between persistence, combined satisfaction, competence satisfaction, and other variables. Qualitative analyses identified 17 satisfaction themes, 10 frustration themes, and six sociocultural themes in participants\u0026rsquo; responses. Four conclusions were reached: First, women in the study were highly satisfied overall; second, they persisted despite negative experiences with discrimination and bias. Third, organizations must support autonomy, competence, relatedness, and equity to promote persistence. Fourth, there are career points where attrition risk is higher. Recommendations include programs to promote women\u0026rsquo;s interest, self-efficacy, and belonging in STEM.\u003c/p\u003e","manuscriptTitle":"Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-22 08:29:35","doi":"10.21203/rs.3.rs-5856948/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8a91982b-79df-427c-9d00-15ea85964e97","owner":[],"postedDate":"April 22nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-22T08:29:35+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-22 08:29:35","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5856948","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5856948","identity":"rs-5856948","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}