Course Technology & First-year Undergraduates at an HBCU: Technostress, Role Stress, & Productivity

Equitably meeting the demands of an uncertain future requires diversity in science, technology, engineering, and math (STEM). Historically Black colleges and universities are more successful in producing graduates of color compared to predominately White institutions, but STEM retention is a universal problem in higher education. This study expands the retention discussion by exploring differences in STEM and non-STEM students regarding course technology requirements, technostress, role stress, and productivity among first-year undergraduates at a historically Black university in southeastern United States. Although variable among participants, technostress and productivity did not differ between STEM and non-STEM students. However, STEM students use fewer technological tools and experience greater role stress relative to non-STEM students. While role stress is dependent upon major and levels of technostress, use of a new digital tool did not impact student perception of role stress. This study has implications for recommendations to improve student retention and success in STEM. In addition to interactive student-centered instruction, introductory STEM courses may demonstrate greater student success with diverse digital applications.