Navigating learning ecosystems: Exploring students’ use of agency in marine and environmental sciences

Figures & data

Figure 1. A braided river illustration of a holistic STEM workforce career development model.

Figure reproduced from Batchelor et al. (2021) with permission. Image by J. Matthews, Scripps Institution of Oceanography.

Table 1. Participant demographics.

	Internship program (N = 7)^1^+	Bridge program (N = 10)
Program Year
2017	1	3
2018	3	4
2019	3	3
2020	2	NA
Gender
Binary female	4	6
Binary male	3	4
Race/Ethnicity
Black	7	4
Hispanic	–	1
Native American	–	1
White	–	4
Native Islander
Yes	7	3
No	–	7

1One student participated in the internship across three years and is included in the totals for 2018-2020.

Table 2. Navigational strategy coding scheme and references.

Strategy	Description	Students using strategy	References to strategy
Passion	Referring to their passion for science, including statements about ‘being a science person’ or having strong skills related to science that guided decision making	15	28
Personal Experience	Applying personal histories, unique experiences and cultural identity to their research and practice	14	37
Confront Challenge	Actively addressing challenges to their merits, comfort or progress	14	32
Environment	Seeking or fostering an environment that enables success	14	25
Soft skills	Developing or using “soft” or non-technical skills to promote their self or eliminate barriers	9	18
Advisor - Positive	Purposely developing a relationship with a supportive advisor	9	14
Get Out to Stay In	Choosing to take a break from STEM academic pursuits (including to gain work experience or for self-care) or transferring to a different STEM discipline	9	10
Peer Network – Positive	Cultivation of supportive peer networks	7	10
Confront Doubt	Consciously counteracting doubt of their abilities within their self or with others	6	10
Activism	Engaging in activism, including the study of invasive species or choices to conduct research in service of conservation or preservation of local ecosystems	3	5
Safe Space	Finding a place where they feel safe to be their whole authentic selves	2	2
Peer Network - Negative	Combating isolation by peer networks	2	2
Advisor - Negative	Circumventing unsupportive advisors	2	2

Batchelor, R. L., Ali, H., Gardner-Vandy, K. G., Gold, A. U., MacKinnon, J. A., & Asher, P. M. (2021). Reimagining STEM workforce development as a braided river. Eos, 102 https://doi.org/10.1029/2021EO157277

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