Stories of success in STEM: Composite counter-narratives of non-dominant pathways for minoritized students

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Roundtable 2

Abstract

Persistence and graduation rates for college students in STEM majors are low, particularly for minoritized students. However, students’ success expectancy is informed, in part, by stereotypes, underscoring the importance of highlighting the narratives of minoritized students who persist in STEM fields. Yet, success in higher education is often portrayed via dominant narratives that reflect white, middle-class ideals and trajectories; limited research has explored how minoritized students describe their experiences, especially those that depart from normative standards. The present study aims to address this gap in the literature by employing composite counter-narratives to detail the journeys of students of Color who graduated with a STEM major. In doing so, it illustrates how pathways to success are more varied than often assumed.

Authors

• Danielle Vegas Lewis, University at Buffalo - SUNY

• Sarah A. Hale, University at Buffalo - SUNY

• Megan Holland Iantosca, University at Buffalo - SUNY

• Shelley Kimelberg, University at Buffalo - SUNY