– Three themes emerged in the interviews. The first theme includes participants’ descriptions of the value of peer group support and the positive influence peers have on academic success. The second theme explores the importance of involvement in STEM oriented activities on and off campus. In addition, their involvement in these specialized activities helped them expand their understanding of the STEM professions and opportunities. The third theme discusses the participants’ strong preparation in high school with science courses and the high expectations that their high school teachers placed on them.
– The participants spoke in-depth about the peer support they received in college. All of the participants mentioned that it was important to have peers who had the same goal of doing well and supporting each other in their STEM major. Peer support was described in two different ways: (a) served as support for their academic work and (b) provided a positive social network.
– In particular, participants mentioned that studying together helped them comprehend and retain class material more effectively. Because much of the coursework involved complex equations and vast amounts of memorization, such groups helped tremendously in their pursuit to do well in their classes.
– All the students talked about the intense pressure to do well on exams. Studying in peer groups helped alleviate the pressure because it gave students confidence in taking the exams.
– Being involved in extracurricular activities gave students a chance to extend their science knowledge to practical knowledge. Extracurricular activities included involvement in STEM student organizations, being a teaching assistant, participating in STEM summer programs, and interacting with alumni and those currently in STEM professional fields. All the students felt that these activities complemented their STEM courses.
– All of the participants discussed the strong preparation they had in high school. They described both their participation in advanced science classes and the teachers who invested time to encourage them to pursue science-related fields. Others shared their involvement with high school programs that exposed them to health and medical disciplines. Still, others had parents who moved in order for their children to attend a science intensive high school.
– Out-of-class engagement in these ways promotes community among like-minded students as well as communication skills which hold practical relevance to students’ STEM-related goals. Similarly, practical experiences during matriculation were salient to how study participants’ made meaning of themselves as students of color in STEM.
– The students in this study would feel more engaged in STEM programs that fostered a sense of community among faculty, students, STEM alumni, and professionals in STEM fields. The students of color in this study felt validated within a community that affirmed their presence and abilities to succeed in fields they select. Personal, social, and academic supports were embedded in peer groups and in the work of mentors or advisers who helped move students through the pipeline.
2011 - A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM
Palmer, Robert T., Maramba, Dina C., & Elon Dancy II, T.
Researchers: Dina C. MarambaRobert T. PalmerT. Elon Dancy II
University Affiliation: State University of New York-Binghamton; University of Oklahoma
Email: rpalmer@binghamton.edu
Research Question:
This study examined salient factors of retention and persistence among college students of color enrolled in STEM education at a predominantly White institution (PWI).
Published: Yes
Journal Name or Institutional Affiliation: The Journal of Negro Education
Journal Entry: Vol. 80, No. 4, Pp. 491-504
Year: 2011
Findings:
Data Description:
The authors conducted this study at a public, mid-size research intensive PWI, located in the northeast region of the United States. Approximately 12,000 students were enrolled when data were collected. Forty-five percent of students enrolled at this institution are White, and their Asian, Black, Hispanic, and their racially/ethnically unknown counterparts comprise 13%, 6%, 7%, and 22%, respectively. Strategies of continuously asking questions, using research notes, exploring hunches, making constant comparative analysis, and memo writing were employed.
With the help of university administrators, the authors recruited students of color who majored in STEM, specifically, focusing on juniors and seniors who had attained a grade point average (GPA) of 2.5 or above. Additional participants were recruited through snowball sampling. The sample consisted of one junior and five seniors. Specifically, the study included three Black males and three Southeast Asian females. Their majors ranged from biology to computer science.
Theoretical Framework:
Relevance:STEM Persistence and Retention
Archives: K-16 STEM Abstracts