| Description |
A divide exists, segmented by race, gender, and social class in the work force, particularly in those professions associated with science, technology, engineering, and mathematics (STEM). Research has shown that college experiences impact STEM retention. Recently, research suggested that early experiences in the K-12 educational pipeline can be predictors of science achievement in later years. This qualitative dissertation study sought to identify early interventions that support STEM achievement and the development of a science identity, and to provide guidance to K-12 leadership to support increased STEM achievement, particularly in underrepresented groups. Understanding early interventions and the impact on retention for underrepresented groups in STEM is a crucial part of creating K-12 schools in which all students have equitable access and opportunities to achieve. An analysis of the qualitative data collected from semistructured interviews was conducted to acquire information from women and racial minorities that held STEM degrees and were working in a STEM field or participating in a STEM graduate degree program. This study found that early relevant exploratory experiences in STEM increased interest and self-efficacy in science and math for the candidates interviewed as part of this study. This study also found that intrinsic interest and self-direction were associated with a growth mindset and persistence in STEM pathways. It was also shown that early and consistent exposure to rigorous STEM coursework, coupled with meaningful STEM experiences that were relevant and iv localized, were also significant in influencing persistence and the development of a science identity. |
