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The Sherman Scholars Program's Influence on STEM Persistence: A Mixed-Methods Study
Mon, April 12, 4:30 to 6:00pm EDT (4:30 to 6:00pm EDT), Division J, Division J - Section 2b Paper and Symposium Sessions 2Abstract
This explanatory sequential mixed methods study investigated the relationship between participation in the Sherman STEM Teacher Scholars Program (STEP) and persistence in college. Ninety students (36 STEP, 54 non-STEP) participated in this study. Quantitative results indicated STEP participants had higher levels of academic integration than non-STEP students, women scored higher on persistence factors than men, and White students had a higher degree commitment than students of color. Qualitative results indicated women of color were subjected to stereotypes from their White classmates in their STEM courses, which impacted their degree commitment. STEP provided a family atmosphere and students of color used the program as a counter space supporting their persistence as STEM majors.