Understanding Who Stays in a STEM Scholar Program for Underrepresented Students: High-Achieving Scholars and Short-Term Program Retention

Leticia Oseguera · Javiera De Los Rios · Hyun Ju Park · Elyzza M. Aparicio · Sridevi Rao

17 citations0/0 files storedJournal of College Student Retention Research Theory & Practice

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Career Development and Diversity Higher Education Research Studies Critical Race Theory in Education

Abstract

This study highlights program retention among Science, Technology, Engineering, and Mathematics (STEM) students in a STEM Intervention Program (SIP) aimed at increasing the representation of underrepresented students in STEM fields. We applied London et al.’s STEM Engagement Framework to determine factors that distinguish who stays in a SIP and who leaves within the first two years of the program. Our sample was comprised of 129 high-achieving students enrolled in a multicomponent program at a large, research-intensive university in the mid-Atlantic. Our results suggest that identifying as a woman or gender non-conforming scholar, having a strong scientific identity, or reporting lower depressive symptoms, increase the likelihood of remaining in the SIP.

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1977The CES-D Scale 1985The Satisfaction With Life Scale 1986The Explanatory and Predictive Scope of Self-Efficacy Theory 2012Science faculty’s subtle gender biases favor male students 1997Talking about Leaving: Why Undergraduates Leave the Sciences 2007Understanding the science experiences of successful women of color: Science identity as an analytic lens 1993Two Shorter Forms of the CES-D Depression Symptoms Index 2011A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students

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