Bridging Access and Completion: A Model for STEM Scholars from Low-Income Backgrounds at an HBCU

• In Event: Strengthening STEM Pathways: Strategies for Supporting Students from Low-Income Backgrounds at HBCUs

Abstract

Objectives or purposes:
This presentation shares an innovative, equity-centered model developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM) grant to increase both access to and completion of STEM degrees among low-income students at a public university in the southern region of the United States. The project addresses critical gaps in representation and success rates among talented students by providing robust financial support, intensive academic mentoring, and professional development opportunities. The overarching objective is to create a scalable, replicable framework that promotes retention, supports timely graduation, and diversifies the STEM workforce.

Perspective(s) or theoretical framework:
Our work is grounded in Tinto’s theory of student departure and persistence, emphasizing the importance of academic and social integration in promoting student success. Additionally, we adopt an asset-based framework that highlights the cultural wealth and resilience of low-income students, viewing them as individuals with unique strengths and potential contributions rather than deficits needing remediation. By empowering students and fostering belonging, we aim to strengthen their self-efficacy and encourage persistence in STEM pathways.

Methods, techniques, or modes of inquiry:
We employ a mixed-methods approach to evaluate program impact. Quantitative data includes academic performance metrics such as GPA, credit accumulation, retention, and graduation rates, compared against a matched control group. Qualitative methods involve semi-structured interviews, focus groups, and reflective surveys to capture scholars’ experiences, perceived barriers, and sense of belonging within STEM fields. This combination enables a comprehensive understanding of outcomes and the mechanisms behind student success.

Data sources, evidence, objects, or materials:
Data are collected from institutional records (including GPA, time-to-degree, and credit hours), student surveys assessing self-efficacy and STEM identity, and transcripts from interviews and focus groups. Additional evidence comes from program artifacts such as mentoring plans, workshop materials, and student reflective journals. These diverse sources provide a multidimensional foundation for evaluating program impact and refining intervention strategies.

Results and/or substantiated conclusions:
We anticipate that S-STEM scholars will achieve significantly higher retention and graduation rates compared to non-participating peers. Participants are expected to report increased academic confidence, stronger professional networks, and greater clarity regarding career pathways. Qualitative data will emphasize the vital role of personalized mentorship, targeted financial support, and community-building activities in addressing financial stress and imposter syndrome. These findings will reinforce the importance of integrated, holistic support systems in promoting success among low-income STEM students.

Scientific or scholarly significance:
This study contributes to the growing body of research focused on advancing STEM education for all Americans, regardless of background. By presenting an evidence-based, holistic model supporting low-income scholars, this work offers actionable insights for other institutions seeking to close equity gaps in STEM. Furthermore, it underscores the value of culturally responsive interventions that affirm student identities and address structural barriers. The model’s adaptability to other minority-serving institutions enhances its potential national impact, supporting efforts to cultivate a more inclusive and diverse STEM workforce.

Author

• Grant Wanjala Wangila, University of Arkansas at Pine Bluff