Affiliation:
1. Department of Chemistry, Louisiana State University, Baton Rouge, LA 70803, USA
2. College of Science, Louisiana State University, Baton Rouge, LA 70803, USA
Abstract
Grounded in a conceptual framework incorporating intersectionality, motivation, self-determination, and self-efficacy, this empirical study investigated how individuals’ identities, mindsets, and resources in educational environments intentionally cultivated to support their decision-making, development, and connections in the science community, can significantly increase the recruitment, persistence, and success of low-income, academically talented science students from diverse backgrounds. Several factors—academic performance in coursework, self-image, self-agency, financial support, and social integration in the science culture—continue to significantly impact student retention and persistence in STEM disciplines. Many of these factors are negatively affected based on a students’ intersecting identities, which can be detrimental to their academic success if not addressed. We found that additional considerations to factor in concerning low-income students from diverse backgrounds that is pertinent to supporting their persistence and success in the postsecondary STEM educational context.
Funder
National Science Foundation
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
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