Retention Of Students In STEM Research Articles

Using Embeddedness Theory to Understand and Promote Persistence in STEM Majors

Student retention in science, technology, engineering, and mathematics (STEM) majors is a national concern. Research typically emphasizes attrition in STEM fields by examining factors driving students to switch career paths. This study used embeddedness theory to instead focus on factors that better anchor students within their majors. Focus groups were conducted with 21 junior and senior students majoring in STEM to contextualize the 3 tenets of embeddedness: fit, links, and sacrifice. Results supported embeddedness theory as a viable framework for understanding and promoting STEM student retention because fit, links, and sacrifice were all cited as factors that enriched the student experience. Gender differences suggested a heightened sense of pride for women as compared with men who pursue STEM degrees. Results inform ways to contextualize quantitative measures of STEM embeddedness. To facilitate retention, career counselors, instructors, and others may assist students to frame challenge as normal among persisting STEM upperclassmen.

Using database technology to improve STEM student retention: A total quality management approach to early alert and intervention

Article history: Received October 1, 2011 Received in Revised form November, 10, 2011 Accepted 10 November 2011 Available online 11 November 2011 Students at risk of dropping out of Science, Technology, Engineering, and Mathematics (STEM) programs often display signs that indicate they are at risk. A need exists to identify at risk STEM students early and to develop and implement effective intervention strategies that utilize the Total Quality Management (TQM) approach. Most of all, a database system is needed to track this early intervention process, if retention rates are to be improved. To address this need at a small community college in North Carolina, a system was developed and underwent a pilot study in Fall 2009 and Spring 2010. The two pilot groups were compared to the two control groups to identify differences in retention, course credit completion rates, and grade point averages (GPA). The first pilot group displayed no significant differences, while the second pilot group displayed significant differences in most of the areas analyzed in the study, indicating a database system can be used to improve STEM student retention. While the second of the two pilot groups displayed promising results, managerial and logistical issues, such as less than optimal instructor involvement, impeded success were identified. This paper will describe the design, implementation, and the preliminary results of this study and outlines the need for further research that confirms these preliminary findings. © 2012 Growing Science Ltd. All rights reserved.