Abstract
Research has shown that university students approach STEM fields with preconceived notions that has the ability to influence their future STEM trajectories. Several scholarly investigations have explored pedagogical methodologies that not only recognize but actively validate the varied proficiencies that these pupils possess. This nested mixed methods study contributes to this work. Data sources included a survey, a card sorting activity, and student written reflections. By employing a thematic data analysis framework, the results indicated that students held the following perceptions of STEM: (1) STEM is task-oriented; (2) STEM is bound together by external ties; and (3) STEM is both optimistic and cognizant of the journey ahead. These results highlight the correlation between the perceptions and experiences of marginalized students in STEM. The study's implications suggest that to address the obstacles presented by external factors that hinder the acknowledgment of underrepresented students in STEM fields, policymakers, and academic institutions should take proactive steps to establish mitigation strategies.
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