Abstract
Abstract Scientific and technological innovation, according to a report by the National Academy of Sciences (2007), can only be secured with individuals’ success in science, technology, engineering, and mathematics (STEM). Because STEM remains White and male-dominated, programs that focus on increasing the participation of female and minority students has been of great interest to organizations, universities, and national agencies (e.g., National Science Foundation [NSF]) alike. Ways to increase students’ interest, participation, matriculation, and completion of STEM undergraduate degrees have been discussed throughout the scholarly community – from primary to secondary to postsecondary school officials and researchers.
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