ArticleFrontiers in sociology2025
Unveiling the master narratives of a sample of STEM students at an urban public college in New York City.
Article in Frontiers in sociology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
4 authors.
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Abstract
This brief research report presents how rigid STEM narratives are perceived by undergraduate students from diverse backgrounds at an urban Minority Serving Institution (MSI) in NYC. This research focuses on student voices and reveals the unique challenges, motivations, and strengths they bring to STEM. A total of 15 peer to peer qualitative interviews were conducted between May and December of 2024. Content analyses using an inductive approach was used to cross code between the interviewers and student participants using content analyses revealed key themes such as: the importance of time management support, diverse mentorship, the role of parents and family members, among others. Findings illustrate that representation and authentic support significantly impact student success. Recommendations to address barriers and proposals of supportive solutions designed to break down STEM stereotypes to serve undergraduate students from diverse backgrounds.
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Registered trials
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