Influences and Inhibitors in Undergraduate Social Responsibility Development: Findings from a Mixed-Methods Longitudinal Study

Abstract

This research presents the findings from a five-year mixed-methods longitudinal study examining the factors influencing and inhibiting undergraduate students' development of social responsibility (SR) in STEM fields. Using surveys and interviews with a cohort of students, the study explores how various SR activities impact their attitudes and decisions. Results indicate largely flat SR development, with external influences such as peers, family, and personal exploration playing significant roles compared to formal education. Recommendations include enhancing SR integration in STEM education and leveraging communal and peer-based learning to foster SR awareness and actions.