BIPOC voices in ocean sciences: A qualitative exploration of factors impacting career retention

Figures & data

Figure 1. Figure showing the framework used for this study which was a combination of Astin’s Input-Environment-Output framework and Social Cognitive Career Theory.

Table 1. Table showing the demographic breakdown of the 47 participants.

Career Stage
Grad Student	16
Early Career	18
Mid-Late Career	13
Gender
Man	11
Woman	35
Non-binary	1
First-generation Status
First-generation	17
Not First-generation	22
Unknown	8
Undergraduate University Demographics
PWI	29
BIPOC	15
PWI with BIPOC program	3
Undergraduate University Location
US	25
Not in the US	22
Current Engagement in Marine STEM
Unengaged	3
Engaged	44

Figure 2. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy, and c) science identity for the various career stages.

Figure 3. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy, and c) science identity for women and men.

Figure 4. Graph showing the number of references to and sentiments toward various factors of persistence for a) men and b) women.

Figure 5. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy, and c) science identity for participants who identify a first-generation collefirst-generationge students and those who do not identify as first-generation college students.

Figure 6. Graph showing the number of references to and sentiments toward various factors of persistence for participants who a) identify as first-generation college students and b) do not identify as first-generation college students.

Figure 7. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy and c) science identity for participants who attended predominantly white undergraduate institutions (PWI), predominantly BIPOC undergraduate institutions (BIPOC), and predominantly white undergraduate institutions that had a BIPOC-targeted program (PWI+).

Figure 8. Graph showing the number of references to and sentiments toward various factors of persistence for participants who attended undergraduate institutions that were a) predominantly white, b) predominantly BIPOC, or c) predominantly white with a BIPOC-targeted program.

Figure 9. Graph showing the breakdown of where each of the participants completed their undergraduate studies.

Figure 10. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy, and c) science identity for participants who completed their undergraduate studies in the United States and outside of the United States.

Figure 11. Graph showing the number of references to and sentiments toward various factors of persistence for participants who attended undergraduate institutions that were a) in the United States or b) not in the United States.

Figure 12. Graph showing the number of participants who mentioned various interventions as having either a negative or positive impact on the cognitive-personal outcomes.

Figure 13. Graph showing the number of references to and sentiments toward a) sense of belonging, b) self-efficacy and c) science identity for participants who are still working in the ocean science field (Engaged) and those who are no longer working in the ocean science field (Unengaged).

Figure 14. Graph showing the number of references to and sentiments toward various factors of persistence for participants who are a) no longer working in the ocean science field and b) currently working in the ocean science field.