ArticleCBE life sciences education2024
The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.
Article in CBE life sciences education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Vary by Student Identity.CBE life sciences education · 2026Article
- Co-Curricular Science Experiences Support Undergraduate Students' Science GPA, Degree Completion, Workforce Entry, and Motivation.CBE life sciences education · 2026Article
- Elevating scientific training by building a Research Alliance for Inclusive STEM Education (RAISE).Journal of microbiology & biology education · 2026Article
- Spanish-Speaking Resident Physicians in the United States: Aligning Workforce Skill and Population Need.Journal of immigrant and minority health · 2026Article
- Designing for Change: Principles for STEM Programs That Foster Organizational Transformation.Journal of Hispanic higher education · 2026Article
- From disengagement coping to academic self-efficacy: the conditional role of emotional competence in STEM students.Frontiers in psychology · 2026Article
- Addressing the need to facilitate undergraduate research experiences for community college transfer students in science.Journal of microbiology & biology education · 2024Article
- Predicting women's career decisiveness in the ICT sector: A serial multiple mediation model among MIS students.PloS one · 2024Article
- Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students' Transition to a Four-Year University.CBE life sciences education · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement. The enrollment status of students two and a half years postsurvey was also tracked. SIP students reported significantly higher science identity and sense of belonging and were more involved in STEM-related activities than counterparts unsupported by SIPs. Differences in these measures were correlated with race/ethnicity, college generation status, and age. Notably, SIP students had higher odds of persisting in STEM than students not supported by SIPs. Focus group data provide additional meaning to the measured survey constructs and revealed nuanced qualitative differences between SIP and non-SIP student experiences. Overall, being involved in a SIP at our institution trends positively with theoretical models that explain STEM student persistence. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.