Fostering STEM Persistence: Student Responses to an Agentic Orientation Intervention in Biomedical Science

• In Event: Bridges and Barriers: Factors Shaping Students' Resilience and Persistence

Abstract

Enrollment persistence in biomedical science is a challenge, especially for underrepresented minority (URM) students whose STEM courses often lack cultural relevance. This qualitative study analyzes responses from 76 undergraduates across three universities who completed a self-paced online intervention promoting biomedical career persistence by fostering an agentic orientation—students’ belief in shaping their own learning. Early thematic analysis showed the intervention supported autonomy, perseverance, belonging, and helped manage imposter syndrome through peer support, reflection, and stress management. However, it was less effective for students already familiar with the content, disengaged, or unable to apply the strategies. Preliminary findings offer insight into tailoring agentic interventions to support diverse students and promote equity in STEM persistence.

Authors

• Cassidy L. Martin, University of Southern California

• Amanda Vite, University of Southern California

• Jeanette Zambrano, California State University - San Bernardino

• Carolyn Jess, Texas State University

• Lillian Nguyen, University of Michigan

• Erika A. Patall, University of Southern California

• Carlton J. Fong, Texas State University

• Germine Awad, University of Michigan

• Keenan Pituch, Arizona State University

• Yanyan Zong, University of Southern California

• Diane Lee, University of Southern California

• Christa Bancroft, University of Southern California

• Kristy Daniel, Texas State University - San Marcos

• Timothy A. McKay, University of Michigan

• Stephen J. Aguilar, University of Southern California

• Kevin O'Neal Cokley, University of Michigan