Ten simple rules for succeeding as an underrepresented STEM undergraduate

Abstract

Undergraduate students from underrepresented backgrounds (e.g., Black, Indigenous, and people of color [BIPOC], members of the Deaf community, people with disabilities, members of the 2SLGBTQIA+ community, from low-income backgrounds, or underrepresented genders) continue to face exclusion and marginalization in higher education. In this piece, authored and edited by a diverse group of Science, Technology, Engineering, and Mathematics (STEM) scholars, we present 10 simple rules for succeeding as an underrepresented STEM undergraduate student, illuminating the “hidden curriculum” of STEM specifically as it relates to the underrepresented undergraduate experience. Our rules begin by encouraging students to embrace their own distinct identities and scientific voices and explain how students can overcome challenges unique to underrepresented students throughout their undergraduate degrees. These rules are derived from a combination of our own experiences navigating our undergraduate STEM degrees and the growing body of literature on improving success for underrepresented students.

A Phenomenological Inquiry of College Engineering Students with Low-Income and Economic Marginalization: Implications for High School Counselors

“…Because of the unique experiences of students with LIEM, providing targeted college and career services that aid in these students' postsecondary success is an important role for high school counselors. Unfortunately, little research exists on this population of students and their experiences in high school (Duncheon, 2021), college (Jury et al, 2019), or in specific fields (Massey et al, 2022). To better understand what services may be effective for high school counselors to implement within their program to support students with LIEM, we first conducted an in-depth review of the available literature on these students in high school and college, and in engineering.…”

“…However, recent data indicate that only 8.1% of students enrolled in undergraduate engineering programs come from low-income families (Major et al, 2018; NCES, 2015). Given the legacy of exclusion, students with LIEM may face continued challenges with matriculation into and through engineering majors (Massey et al, 2022; Ruiz Alvarado et al, 2020). Students with LIEM have higher attrition rates than their higher income counterparts in STEM programs (Chen, 2013; Hoxby & Avery, 2012).…”

“…Students with LIEM have higher attrition rates than their higher income counterparts in STEM programs (Chen, 2013; Hoxby & Avery, 2012). The known challenges of a STEM major (Johnson et al, 2020) combined with the unique challenges of students with LIEM (Holcombe & Kezar, 2020) may create barriers to succeeding in an engineering program (Massey et al, 2022).…”

“…Because of the multiple influences on student interest in engineering (Blanchard et al, 2015; Kricorian et al, 2020; McWhirtier & Cinnamon, 2020), high school counselors’ proactive support of students’ pursuit of postsecondary engineering pathways is crucial (Cabell et al, 2021; Nikischer et al, 2016). Engineering careers offer job security, transferable skills, and economic mobility (Chen, 2013; Massey et al, 2022). However, this field has a legacy of excluding persons from diverse backgrounds and identities, including those with low-income and economic marginalization (LIEM; Massey et al, 2022).…”

“…Engineering careers offer job security, transferable skills, and economic mobility (Chen, 2013; Massey et al, 2022). However, this field has a legacy of excluding persons from diverse backgrounds and identities, including those with low-income and economic marginalization (LIEM; Massey et al, 2022). School counselors can advocate for the needs of students with LIEM in academic settings and in preparing for specific career fields such as engineering (Martinez et al, 2021; Shillingford et al, 2018).…”