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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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This content will become publicly available on May 10, 2026
Retention of Academically Talented STEM Scholarship Recipients in Community College
This qualitative study investigates the experiences of academically talented STEM students with financial need participating in a STEM scholarship program at a community college. These student’s lives are characterized by complex logistics and competing priorities that they attempt to balance. Results suggest intentional programmatic support services with attention paid to students’ sense of belonging within the scholarship cohort coupled with scholarship monies that allow students to achieve a delicate work-life balance, reduce stress, and be retained in STEM. However, students still contend with uncertainty around transferring to a university. Implications for improving STEM education practice and policy are discussed.
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- Award ID(s):
- 2224623
- PAR ID:
- 10656648
- Publisher / Repository:
- Journal of Higher Education Theory and Practice
- Date Published:
- Journal Name:
- Journal of Higher Education Theory and Practice
- Volume:
- 25
- Issue:
- 2
- ISSN:
- 2158-3595
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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