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This paper presents implementation details and findings of an NSF-funded S-STEM scholarship program consisting of many high-impact practices to recruit and retain students in the Physical Sciences and Mathematics programs, particularly first-generation and underrepresented minority students. In particular, we discuss how the program utilizes three key strategies to improve persistence and retention in a STEM pipeline including access to financial resources, community building, and faculty mentorship at critical transitions. While the rate of underrepresented minority (URM) students within the general Physical Sciences and Mathematics program on campus fluctuates at around 35%, this scholarship program recruits at a much higher rate of URM students at nearly 61%. Of the 44 students receiving support for at least one semester, 100% either graduated or continued with their original major, including students who discontinued from the program due to low GPA or lack of financial need. Among the program’s positive outcomes, students experienced increased motivation for success, and readiness for graduate studies or the workforce.
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This content will become publicly available on June 1, 2026
BOARD # 287: NSF S-STEM: Advancing STEM Undergraduate Success and Persistence through Scholarship, Mentorship, and Increased Sense of Belonging
This paper examines the impact of a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (NSF S-STEM) Program at a large, Minority-Serving institution in the western U.S. Despite growing efforts to diversify STEM fields, underrepresented minority (URM) students continue to face significant challenges in persistence and success. This scholarship program addresses these challenges by providing financial support, faculty and peer mentorship, and skills development opportunities to academically talented and low-income URM STEM students. This study evaluates how participation in the program enhances key noncognitive skills, such as students' sense of belonging, leadership and collaboration skills, and science identity, which are critical to STEM persistence. Using both survey and university-based data among the 47 participating scholars, results reveal that program participants report strong levels of sense of belonging, high efficacy in leadership and collaboration skills, and strong science/math identities. Additionally, compared to university rates, scholarship students showed above-average retention and graduation rates, with the majority pursuing graduate studies or careers in STEM. These findings highlight the importance of comprehensive support programs that integrate financial aid, mentorship, and professional development to promote persistence and success among URM students in STEM fields.
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- Award ID(s):
- 1833753
- PAR ID:
- 10637374
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Format(s):
- Medium: X
- Location:
- Montreal, Quebec, Canada
- Sponsoring Org:
- National Science Foundation
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