Unpacking Critical Socializers Impacting STEM Students' Motivation at a Minority Serving Institution

Socializers refer to the interactions and social influences that shape an individual's motivation, such as from colleagues, mentors, and family. Socializers often inform students' motivation to obtain STEM degrees, yet there is minimal literature that examines the role of socializers among STEM undergraduates, particularly at minority serving institutions (MSI). This critical research gap inequitably disadvantages historically marginalized and non-traditional students. In this work-in-progress, we answer the following two research questions: (1) Who are the socializers that influence student's motivation to pursue and persist in their STEM education? and (2) In what ways do these socializers influence students' motivation? Using the Expectancy-Value theoretical framework, we answer the research questions using constant comparative thematic analysis performed on seven semi-structured interviews with STEM students at an MSI. Preliminary findings reveal that students primarily rely on peers and course instructors as positive motivational socializers. These groups can provide affirmation to improve students' self-confidence (expectations). In contrast, students reported co-workers as negative motivational socializers. Particularly, students described that co-workers may challenge their decision to pursue STEM education, questioning the usefulness (utility value) and costs (cost value) associated with the degree. We present these findings on socializers to lay the groundwork for better supporting students' from MSI in their STEM education pursuits. We discuss these findings for their implications for research and practice.