Abstract
The ability to maintain a diverse scientific workforce is vital to promoting the US's economic and technological competitiveness. Data have shown disparities in science, mathematics, medical, and engineering programs across each level of education from high school to doctoral studies for students from underrepresented groups (URG). Research suggests that many URG students are pushed out of the biomedical track early in their academic careers, particularly during the first year. Most of these studies focus on well-known indicators, such as science identity and research self-efficacy, to study inclusion in biomedical majors. The current study sought to understand the influence of institutional environment and student-based characteristics on changes in major during the first-year undergraduate experience. Overall, these results indicate that institutional factors have an impact alongside student-based factors in biomedical major retention in the first year. This manuscript identifies actions that institutions can take to improve biomedical major retention.