RETENTION OF COLLEGE STUDENTS IN STEM MAJORS: STUDENT INVOLVEMENT, PERSISTENCE, AND CHALLENGES
Date
2021-12
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Abstract
In the United States, ensuring adequate numbers of students graduate with science, technology, engineering, and mathematics (STEM) majors has become a national priority. However, STEM degree retention among underrepresented minority students (URM) is lower than in other students’ populations (NCES, 2014).
This research used quantitative and qualitative methods to understand the factors that influence the retention of college students in STEM fields. Furthermore, this research examined the relationship between student involvement at the campus and student retention by using Astin’s (1984, 1999) and Tinto’s (1975) frameworks. It aimed to learn what affects the URMs students’ motivation and persistence in the STEM major.
The target group for this mixed-method study was undergraduate college students. The snowball sampling technique was used. A total of 204 college students completed a survey, and nine interviews were conducted with the participants. Pearson correlations and ANOVA were run for the quantitative data. Interview transcripts were reviewed, and students’ quotes were organized into themes and combined with quantitative data results to give an entire story of students’ experiences.
Eight factors and eight types of people who influenced students to pursue a STEM major were listed. This study shows a significant correlation between STEM major retention and student involvement in campus sports and study groups. Results indicate that building relationships and creating a safe environment where students feel that they belong, and they matter is key.
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Keywords
STEM education, mixed methods, persistence, underrepresented minority students, STEM degree retention