Expanding Visions of Success in a STEM Access Program for Low-Income High-Achieving Students

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Centering STEM in Student Assessment (Table 6)

Abstract

Given ongoing disparities in Science, Technology, Engineering, and Mathematics (STEM) retention, scholars, practitioners, national foundations, and policymakers alike have focused on issues of diversity, persistence, and success, primarily across racial and gendered dimensions. Consequently, less work has explored the intersection of social class, STEM education, and student success, even as STEM programs function as a popular choice for students from low-income backgrounds. This exploratory, qualitative study sought to uncover definitions and pursuits of success by students, administrators, faculty, and predictive software in a STEM access program for high-achieving students from low-income backgrounds at a selective, affluent institution. Our analysis reveals that although expansive, multi-faceted conceptualizations of success were offered by participants, instrumental visions (i.e., retention and graduation) shaped programmatic efforts.

Authors

• Pacey L. Ham Mitchell, Baylor University
  Presenting Author

• Rachel Lauren Abouras, Baylor University
  Presenting Author

• Sarah E. Madsen, Baylor University
  Presenting Author

• Nathan F. Alleman, Baylor University
  Presenting Author