Electronic Theses and Dissertations

Kendra Wright

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Biology

Committee Chair

Jim Adelman

Committee Member

Cassandra Nunez

Committee Member

Jaime Sabel

Committee Member

Jennifer Benford

Committee Member

Philip Kohlmeier

Abstract

Several factors influence persistence in STEM programs. However, without a deep understanding of students' experiences, identifying the specific factors that contribute to their success or departure can be challenging. By investigating students enrolled in the undergraduate biology program at the University of Memphis, I have gained valuable insights into the several factors that impact academic success. This mixed method study first explores how students' metacognition develops and how students' engagement in metacognition can contribute to student s final grades and later explores how Black student's experiences in biology can contribute to persistence, and the impact of a formative assessment assignment on students' science identity. In the first study, I conducted case studies to explore how students' metacognitive abilities evolve as they progress through their biology major. Findings showed that, as students' progress through the major, their metacognition gradually increases due to being able to make connections based on their experiences and knowledge from other courses during the major. In the second study, I investigated how students' metacognitive skills correlated with their final grades in General Biology I and Evolution—the first and last courses biology majors typically take. Findings from this study showed that students' ability to regulate their metacognition contributed to the type of study strategies students chose which overall affected their final grades. The third study emerged from questions raised during the first two studies. I explored the factors that influence Black students’ decisions to either persist in or change their biology major. Findings from this study showed how students overcame challenges that led them to persist. Findings also elaborated on obstacles that have pushed Black students away from pursuing a biology major. In the fourth study, I examined the impact of a Scientist Spotlight assignment on students' science identity in a biology course. Findings from this study showed that providing students with more exposure to role models in science can positively affect how they see themselves in science. Overall, this body of work emphasizes the importance of students' engaging in metacognition, Black students' experiences as they navigate a biology program, and how a formative assessment assignment can contribute to students' science identity are critical factors influencing academic success.

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Embargoed until 10-16-2025

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Available for download on Thursday, October 16, 2025

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