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The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging
Erin E Shortlidge1, MacKenzie J Gray1, Suzanne Estes1
1Portland State University, Department of Biology, Portland, OR 97210.
STEM Intervention Programs (SIPs) significantly boost student retention by fostering a stronger sense of belonging and scientific identity. These programs are crucial for keeping students in science, technology, engineering, and mathematics (STEM) fields.
Area of Science:
- STEM Education
- Student Retention
- Higher Education
Background:
- High attrition rates in Science, Technology, Engineering, and Mathematics (STEM) fields necessitate targeted support.
- STEM Intervention Programs (SIPs) aim to improve student retention and success in STEM pathways.
- Understanding the factors influencing STEM persistence is critical for effective educational strategies.
Purpose of the Study:
- To investigate how participation in STEM Intervention Programs (SIPs) influences student experiences related to STEM persistence.
- To compare the sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement between students supported by SIPs and those without.
- To determine the impact of SIPs on long-term STEM enrollment status.
Main Methods:
- Mixed-methods approach combining surveys and focus groups with university students.
- Evaluation of key constructs: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement.
- Longitudinal tracking of student enrollment status in STEM pathways for two and a half years post-survey.
Main Results:
- Students participating in SIPs reported significantly higher science identity and sense of belonging compared to non-SIP students.
- SIP students demonstrated greater involvement in STEM-related activities.
- SIP participation was correlated with higher odds of persisting in STEM, with nuances related to race/ethnicity, generation status, and age.
Conclusions:
- STEM Intervention Programs (SIPs) positively correlate with theoretical models of STEM student persistence.
- SIPs provide critical support that enhances student experiences and contributes to retention in STEM fields.
- Students lacking intentional support through programs like SIPs may be at a disadvantage in persisting in STEM.
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