Document Type
Article
Publication Date
9-1-2023
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.
Publication Source (Journal or Book title)
Education Sciences
Recommended Citation
Davis, R., & Wilson-Kennedy, Z. (2023). Leveraging Cultural Wealth, Identities and Motivation: How Diverse Intersectional Groups of Low-Income Undergraduate STEM Students Persist in Collegiate STEM Environments. Education Sciences, 13 (9) https://doi.org/10.3390/educsci13090888