Student Voices: The Role of Program Resources in Retaining Future Mathematics and Science Educators

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Math Pathways and Student Success in Higher Education

Abstract

Student retention of preservice STEM teachers in undergraduate programs is critical to significantly increasing the supply of new mathematics and science educators entering the profession. This paper shares student experiences with resources in an undergraduate dual degree program and the role of these resources in retaining students. This qualitative study utilized a phenomenological method with data collected from semi-structured interviews of twenty participants enrolled in a dual degree program in which undergraduates earn a degree in secondary education as well as in a science or mathematics content area. Overall, using the four-capital theoretical model of teacher retention (Mason & Matas, 2015), we have seen how specific student experiences with program resources can impact student retention and inform program implementation.

Authors

• Mandi Collins, University of Nevada - Reno

• Megan Beckam, University of Nevada - Reno

• Elizabeth Xeng de los Santos, University of Nevada - Reno

• Robert John Quinn, University of Nevada - Reno

• Glenn H. Waddell, University of Nevada - Reno