Effects of Role Models on Undergraduate Students’ Academic Performance, Sense of Belongingness, Self-efficacy and Persistence in Science, Technology, Engineering and Mathematics (STEM)

Abstract

This study investigated the extent to which selected aspects of role modelling
predict undergraduate students’ performance, self-efficacy, persistence
and sense of belongingness to Science, Technology, Engineering and
Mathematics (STEM). The study involved a total of 749 final-year STEM
students from three public universities in Tanzania. Overall, results from
hierarchical regression analysis indicated no significant effects. However,
few exceptions were noted. For instance, the proportion of female instructors
significantly predicted academic performance for female students. Further,
personal variables such as gender identification, majoring in engineering
and attending a private school had significant influence on some dependent
variables, with notable variations across gender. The implications of this
study on policy and future research are discussed.
Keywords: gender, higher education, role models, STEM, Tanzania