Journal ArticleInterdisciplinary Research and STEM-focused Social Science Curriculum Support Retention and Impact Perception of Science in Cohort of S-STEM Scholarship StudentsAizenman, Jennifer; Kling, Thomas; Ramsey, Laura; Solomon, Jibril; King, Colby; Waratuke, Stephen; Womack, CatherineA curricular approach to supporting low-income STEM Scholars is outlined and initial associations with retention, social and cultural capital, perception of science, self-efficacy, and outcome expectations are examined. Details are provided for the curricular support program based on interdisciplinary research, service learning, and an explicit examination of the interpretation of science based on culture and social location. We show that Scholars had increased retention and graduation within STEM majors compared to a control group. Further, Scholars self-report in surveys and interviews increased social and cultural capital, motivation, and related outcomes that they attribute to the interdisciplinary coursework that comprises the bulk of the program.2022-03-0110391020Journal of STEM Education2315-162785-9436https://doi.org/1643475National Science Foundation