The Influence of the Sherman STEM Teacher Scholars Program on Persistence in Science, Technology, Engineering, and Mathematics: A Mixed-Methods Study

This sequential explanatory mixed-methods study investigated the differences in persistence between students from the Sherman STEM Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, and STEM majors not in the program. Quantitative results indicated that STEP...

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Bibliographic Details
Published in:Education sciences 2024-10, Vol.14 (10), p.1076
Main Authors: Goings, Ramon B., Boyd, Brittany
Format: Article
Language:English
Subjects:
Academic Persistence
Career Counseling
Enrichment
Females
Inferences
Influence
Labor Force
Literature Reviews
Majors (Students)
Mathematics Activities
Mathematics education
Mathematics teachers
Minority & ethnic groups
Minority Group Students
mixed methods
Mixed methods research
Organic Chemistry
Peer Relationship
Preservice Teachers
Programming
Questionnaires
Researchers
School Holding Power
Science education
Science Instruction
Sherman STEM Teacher Scholars Program
Social Environment
Social Integration
STEM education
STEM persistence
STEM teacher preparation
Student Improvement
Student retention
Student Surveys
Teachers
Teaching
University of Maryland Baltimore County
Workforce
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Summary:This sequential explanatory mixed-methods study investigated the differences in persistence between students from the Sherman STEM Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, and STEM majors not in the program. Quantitative results indicated that STEP participants had higher levels of academic integration, women scored higher on persistence factors than men, and White students had a higher degree commitment than students of color. Qualitative findings indicated that STEP provided a family atmosphere and connected their coursework to their career aspirations. Women of color felt stereotyped by White classmates in STEM courses, which impacted their degree of commitment, and students of color in STEP relied on the program as a counterspace to racially insensitive STEM classrooms.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14101076