The literature on science, technology, engineering, and mathematics (STEM) is abounding with the importance of increasing college access, retention, and persistence among students because of implications for America 's global competitiveness. Particular emphasis has been placed on college students of color who remain underrepresented in STEM education. Therefore, increasing college access, retention, and persistence for students of color in STEM is not merely a matter of United States ' economic competitiveness, but also a matter of equity. Using in-depth interview methods, this article delineates factors facilitating the retention and persistence of students of color in STEM education at a predominantly White institution. Implications for institutional practice and research are provided.
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