Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
LaDue, Nicole D.
Degree Name
M.S. (Master of Science)
Legacy Department
Department of Earth, Atmosphere and Environment
Abstract
In 2019, a Midwestern state university was awarded a $1 million NSF S-STEM grant to support scholarships for academically gifted, Pell Grant-eligible undergraduates enrolled in one of six designated STEM majors. Educational research was also funded by this grant, with the goal of identifying and contextualizing supports and challenges that impact persistence in STEM within the setting of a near-peer-mentored social support group during the fall of 2019. The purpose of this group was to provide social support and foster a sense of belonging for the twelve scholars. Such support is important for guiding students towards personal development and degree completion. This is of great significance given that persistence in STEM is widely identified as low and therefore problematic for the growing demand for new scientists. This complex and systemic issue warrants a deeper understanding to contextualize substantial statistical data. In this qualitative thesis, I have taken a case-study methodological approach to share the lived experiences of twelve STEM undergraduates during the fall 2019 semester as they participated in a peer group led by myself. Results from this study highlight the importance of social/emotional support as well as specific struggles faced by STEM students. Among the most prominent themes was the significance of normalizing these struggles, thereby helping the students feel less alone and a stronger sense of their identities in science.
Recommended Citation
Zocher, Erika Johanna, "Qualitative Perspectives on the Strange Trails of Persistence in STEM" (2020). Graduate Research Theses & Dissertations. 7809.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7809
Extent
115 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
