TY - JOUR
T1 - Understanding Who Stays in a STEM Scholar Program for Underrepresented Students
T2 - High-Achieving Scholars and Short-Term Program Retention
AU - Oseguera, Leticia
AU - Rios, Javiera De Los
AU - Park, Hyun Ju
AU - Aparicio, Elyzza M.
AU - Rao, Sridevi
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Data reported in this report were supported by the Howard Hughes Medical Institute (HHMI) under award number 52008089. The content is solely the responsibility of the authors and does not necessarily represent the official views of the HHMI.
Publisher Copyright:
© The Author(s) 2020.
PY - 2022/11
Y1 - 2022/11
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85089894346&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85089894346&partnerID=8YFLogxK
U2 - 10.1177/1521025120950693
DO - 10.1177/1521025120950693
M3 - Article
AN - SCOPUS:85089894346
SN - 1521-0251
VL - 24
SP - 773
EP - 809
JO - Journal of College Student Retention: Research, Theory and Practice
JF - Journal of College Student Retention: Research, Theory and Practice
IS - 3
ER -