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Abstract
Introductory college chemistry is widely considered to be a “gatekeeping” course relative to the pursuit of a career in STEM. The perceived difficulty of the course, and it being a requirement for a multitude of degrees in STEM, means that student performance in the course can have a major effect on a student’s academic trajectory and career. Particularly problematic is that women remain underrepresented within these STEM careers, even though they earn more degrees than men. This qualitative case study examined the experiences of eight female undergraduate students enrolled in introductory chemistry at a large southeastern university. The student cases were interviewed to understand how their social, familial and academic experiences, as well as epistemic beliefs, impact their interest in learning chemistry. This study also explored case beliefs concerning the role of gatekeeping within the context of the course. A key finding is that interest in learning chemistry is most strongly influenced by a student’s prior academic experiences. Overall, the gatekeeping function of the course was considered beneficial to preserving a necessary level of rigor for potential entrants into a STEM-related career.