Leveraging Cultural Wealth, Identities and Motivation: How Diverse Intersectional Groups of Low-Income Undergraduate STEM Students Persist in Collegiate STEM Environments

Abstract

Grounded in a conceptual framework incorporating intersectionality, motivation, self-determination, and self-efficacy, this empirical study investigated how individuals’ identities, mindsets, and resources in educational environments intentionally cultivated to support their decision-making, development, and connections in the science community, can significantly increase the recruitment, persistence, and success of low-income, academically talented science students from diverse backgrounds. Several factors—academic performance in coursework, self-image, self-agency, financial support, and social integration in the science culture—continue to significantly impact student retention and persistence in STEM disciplines. Many of these factors are negatively affected based on a students’ intersecting identities, which can be detrimental to their academic success if not addressed. We found that additional considerations to factor in concerning low-income students from diverse backgrounds that is pertinent to supporting their persistence and success in the postsecondary STEM educational context.

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

“…A positive correlation was found between academic achievement, social support, and levels of connectedness within an academic setting [16]. As students feel more connected to the people around them, they feel more supported.…”

“…While IDPs are suggested to be a staple career development tool [20], URM students' motivation levels and behavioral engagement are significant in achieving the goals of the implementation of IDPs. Motivated students are more likely to pursue their goals in a manner that is positively related to higher levels of intrinsic motivation as well as academic achievement since they receive satisfaction from participating in activities, which is ultimately responsible for their continued dedication [16]. Student engagement and academic motivation are predictors of academic performance [21].…”

“…Self-regulation requires students to take control and accountability for the way that they learn. The ability to set goals, monitor their progress, and tailor their learning strategies to best meet their needs is evidence of self-regulation [16]. As they become successful, it facilitates a sense of persistence and tenacity within students.…”

“…They put in effort and labor to accomplish their objectives and reap extra rewards. Learning is also strengthened because the implementation of self-regulatory skills integrates motivation, cognition, and behaviors [16]. Self-regulation requires the integration of will and emotions in addition to careful actions and behaviors.…”