Retention of First-Generation College Students in STEM

• In Event: 63.018 - Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

As a world power, continued progress in science, technology and innovation is an imperative for the United States. Currently, large segments of the country’s population are underrepresented in Science Technology Engineering and Math (STEM) achievement and in the STEM profession. Scholars have called this the ‘silent crisis’ and are therefore concerned about the decline in student enrollment and graduation from STEM disciplines. This is especially problematic for underrepresented minorities and first generation college students. The proposed study will use both quantitative and qualitative methods to assess the factors that predict the achievement of first generation college students in the STEM field. It employs Tinto’s longitudinal model (1993) as a conceptual framework to predict STEM achievement for first generation college students. The analysis uses the Beginners Post-secondary Study (BPS 04/09) data and Roots of STEM qualitative data. This study investigates the role of race, gender and social class in student STEM achievement. Preliminary results indicate that even after controlling for other factors, when compared with non-first generation college students, first generation college students are less likely to succeed in STEM.

First generation College Students
In this study, I define first generation college students as those students who come from homes where no parent or guardian has earned a college degree (Engle, 2007; Pike & Kuh, 2005). On the other hand, non-first generation college students is defined here as students who come from homes where, at least, one parent has a college degree (Stephen et al, 2012). The higher education literature is replete with studies that show that first generation college students are less likely to persist, and graduate when compared to their colleagues whose parents have a college degree (Banks-Santilli, 2014; Saenz et al., 2007; Housel & Harvey, 2009; Lohfink, & Paulsen, 2005; Terenzini et al., 1996; Warburton, Bugarin, & Nuñez, 2001).

Author

• Ada R. Uche, University of North Carolina - Charlotte