STEM Undergraduate Education for Minoritized Students: A Longitudinal Mixed-Methods Study of the STEM Experiences of Hmong American College Students

University Of Wisconsin-Madison, Madison WI

Investigators

Abstract

Lack of persistence in STEM college majors continues to be a serious issue that necessitates further inquiry and intervention to cultivate and retain the best science minds in our nation. While research on college persistence in general has demonstrated challenges related to inadequate pre-college preparation, lack of academic, social, and mental health support, financial struggles, and difficulties related to balancing work, family, and educational responsibilities, there is still a lack of research dedicated directly to STEM persistence. This is a pressing concern as U.S. students' math and science scores have dropped compared to their international peers which adds to concerns regarding the U.S.'s ability to remain a global leader in science and technology. To study this urgent matter, this mixed methods research study will address the issue of persistence in college STEM programs for all students to ensure our nation's continued STEM success and leadership. This research investigation contains two phases; Phase 1 is a case study involving a survey and longitudinal interviews of a group of Hmong students at Wisconsin universities to identify variables that help or hinder college STEM persistence. With these identified variables, the study will be better positioned to study this phenomenon on a broader level to increase STEM persistence for all students. Phase 2 of the study involves the collection and analysis of interviews with STEM educators and advisors across participating institutions which, coupled with the analysis of student survey and interview data from Phase 1, will provide robust and complementary evidence to serve as the evidentiary basis to theorize factors impacting the STEM pathways and attainment for all college students. With this evidence, the study will address 1) when are students interested in pursuing STEM careers, 2) what has helped or hindered their success in STEM college courses, 3) what are the factors that influence students to persist or depart in STEM majors, and 4) what experiences best support students' career development and post-graduation transition to STEM careers. These results will form the basis for efforts to develop institutional practices and policies supporting more comprehensive and rigorous STEM higher education that enables all academically talented students to pursue successful careers in STEM fields and contribute to the American innovation economy with their STEM knowledge. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.