Reconsidering Success in a STEM Program for Financially Disadvantaged Students
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| Title: | Reconsidering Success in a STEM Program for Financially Disadvantaged Students |
|---|---|
| Language: | English |
| Authors: | Amanda K. Sesko, Emily Cilli-Turner, E. C. Cline, Elin A. Björling, Marc Nahmani |
| Source: | Journal of STEM Education: Innovations and Research. 2025 26(1):43-48. |
| Availability: | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Economically Disadvantaged, Low Income Students, Disproportionate Representation, Undergraduate Students, Academic Achievement, Self Efficacy, Self Concept, Sense of Belonging, Self Esteem, Student Interests, Science Interests, Minority Group Students, Success, Females |
| DOI: | 10.63504/jstem.v26i1.2696 |
| ISSN: | 1526-2367 1557-5284 |
| Abstract: | To date, success in STEM has been primarily measured via grade point averages, retention in STEM programs, as well as obtaining STEM degrees and careers. Here we consider "choice and autonomy to explore" varied academic options in determining success, as the development of interest is dynamic and sometimes fluid; it changes with the environment and is shaped by new learning and exposure to career pathways. In this paper, we report on a qualitative evaluation of a S-STEM pilot program for two cohorts of underrepresented, low-income undergraduate students as a case illustration of alternative framings of success in STEM. We found the program boosted self-efficacy, STEM identity, academic sense of belonging, and confidence. Importantly, focus group data captured a key nuanced theme from student responses: that pathways for exploration to "redefine" and "refine" interests were key to their success and reported positive academic experiences. We present these findings as evidence for a more contextually appropriate definition of success that takes situational contexts and individual differences into account. We discuss the ways in which we can continue to provide diverse students with resources, support, and mentorship with this definition of success in mind. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472916 |
| Database: | ERIC |
| Abstract: | To date, success in STEM has been primarily measured via grade point averages, retention in STEM programs, as well as obtaining STEM degrees and careers. Here we consider "choice and autonomy to explore" varied academic options in determining success, as the development of interest is dynamic and sometimes fluid; it changes with the environment and is shaped by new learning and exposure to career pathways. In this paper, we report on a qualitative evaluation of a S-STEM pilot program for two cohorts of underrepresented, low-income undergraduate students as a case illustration of alternative framings of success in STEM. We found the program boosted self-efficacy, STEM identity, academic sense of belonging, and confidence. Importantly, focus group data captured a key nuanced theme from student responses: that pathways for exploration to "redefine" and "refine" interests were key to their success and reported positive academic experiences. We present these findings as evidence for a more contextually appropriate definition of success that takes situational contexts and individual differences into account. We discuss the ways in which we can continue to provide diverse students with resources, support, and mentorship with this definition of success in mind. |
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| ISSN: | 1526-2367 1557-5284 |
| DOI: | 10.63504/jstem.v26i1.2696 |
