An Interactionist Approach: Student Experiences in STEMM Intervention Programs at Predominately White Research Intensive Institutions

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Enhancing STEM Engagement and Identity Formation (Table 7)

Abstract

Science, Technology, Engineering, Mathematics, and Medicine (STEMM) intervention programs (SIPs) have substantiated the benefits for students from underrepresented groups (URGs) by increasing representation in the STEMM field. With growing support financially for SIPs, more institutions are looking to implement SIPs to attain similar outcomes. Although it is crucial to provide more support systems for students from URGs in STEMM, it is also imperative to evaluate the institutional context and how it aids in supporting students from URGs in STEMM. This study uses an interactionist approach to identify how students in SIPs interact with their institutional context and STEMM environment to persist within STEMM. Additionally, how the SIPs environment can affirm or hinder students' racialized identities within STEMM.

Author

• Denise Ortiz, University of California - Los Angeles