Did you know that students who feel stigmatized are 50% more likely to drop out of college and other institutions of higher education (IHEs)? (Kirp, 2019; Osborne & Walker, 2006). Many challenges of dropouts have been identified, including lack of confidence and motivation, earning lower first-year grades, and feeling marginalized by campus environments (Yomtov et al., 2017). Collectively and through partnerships, this narrative can be changed across the IHE campuses to allow them to play their key role of being the bastions, supporters, and pillars of imparting knowledge and opportunities to students.
This post will explore how building partnerships across IHEs can address the issues of stigma, biases, and stereotypes to enhance student retention, engagement, and ultimately their success in STEM education. We will explore the multifaceted approach to creating a more inclusive and supportive campus environment by building partnerships.
Institutions of higher education ought to strive and endeavor to offer equitable opportunities for the success of their enrolled student, irrespective of social background (Jury et al., 2015). However, prejudices, stereotypes (gender, racial and cultural), and other biases can particularly impact underrepresented minority (URM) groups of students. These obstacles limit students’ chances for engagement, and motivation, retention, and successful completion of their degrees, particularly within STEM fields.
Consider, for example, Sarah, a woman of color and first-generation junior-year student, sitting in the back of her classroom while her professor draws equations on the white board. Sarah is seemingly becoming invisible in the classroom and lacks a sense of belonging, not because she is unintelligent or incapable, but because the class is predominantly white men, including the professor. This scenario, coupled with her social background, is a precursor for her lack of engagement. Apparently, this scenario also occurs in the other classes that Sarah is enrolled in. This is a common experience encountered by students of different gender identities with backgrounds similar to that of Sarah. The common theme across all these students is stigmatization and a sense of isolation, imposter syndrome, fear of micro-aggression (Young et al., 2015). All of this, combined with other personal and institutional challenges, may lead to low self-esteem, reduced engagement in curricular and extracurricular activities, and potentially high attrition rates (Heslop et al., 2023; King, 2022; Marshall et al., 2021; Strachan, 2022).
Prejudice such as discrimination, stereotyping, and intolerance significantly and negatively impact student engagement, motivation, and success. Biases, as exemplified by Sarah’s experience, are commonly reported across campuses and detrimentally effect students’ learning outcomes. Literature underscores that cultural and implicit biases can significantly hinder student engagement and motivation, impeding faculty-student interactions and overall academic success (Casey, 2023; Gilbertson & Demaray, 2024; Hawkins et al., 2022; Hughes & Popoola, 2023). When viewed through the lens of student, engagement, motivation and success, these studies highlight the need for innovative academic support programs and partnerships within STEM disciplines and across campuses to promote cultural diversity, equity, inclusiveness, and a sense of belonging, particularly for URM students.
Collaboration and Partnerships
Kezar and Hacombe have reviewed the successful role of collaborative and active partnerships that support URM students and other marginalized groups of students within STEM (Kezar & Holcombe, 2017, 2020). These scholars and others recognize that strong alliances and partnerships between STEM programs and academic and non-academic support programs can be enhanced by collaborative work among faculty, students, and staff. Examples of such partnerships can include tutoring, multilingual learning and writing skills, mental health and financial aid counseling, and career fairs (Rafoth, 2015). Collaboration and partnership effort can significantly enhance classroom experiences by providing real-world-ready and experiential learning opportunities. Through alliances with industry and other organizations, students can gain hands-on experience through educational and collaborative research with mentors, faculty, and staff. This engagement allows students to develop innovation, creativity, and skills in STEM, preparing them for active participation in 21st-century professional environments (Carpi et al., 2017; Casad et al., 2021; Dasgupta & Stout, 2014; Fletcher et al., 2019; Gonzales & Kuenzi, 2012; Menken & Keestra, 2016; National Academies of Sciences, 2017, 2019; National Academies of Sciences, 2011; Singha & Singha, 2024; Varadharajan & Buchanan, 2021).
S-STEM and Partnership with Academic Support Programs within IHE
The role of academic and non-academic support programs in fostering the success of students has been recognized as being significant in numerous academic fields, especially for URM students in STEM (Kezar & Holcombe, 2017, 2020; Markle et al., 2022; Slovacek et al., 2019; Whittaker & Montgomery, 2012). Partnerships with these support programs can provide a safe, inclusive space for students to share experiences, seek guidance, and receive support from academic and non-academic staff, including faculty, staff, and peers who understand their perspectives. Additionally, these partnerships can foster a sense of belonging, empowering URM groups with the emotional support needed to navigate academic, social and cultural challenges. The benefits of faculty-to-student, peer-to-peer, and alumni mentorships can build students’ confidence, resilience, and career pathways (Beltman & Schaeben, 2012; Campbell & Campbell, 1997; Colvin & Ashman, 2010; Kalpazidou Schmidt & Faber, 2016).
Successful models for partnerships to promote training and mentorship for junior faculty can include informal, formal, or consortia-based approaches, as well as, intra-departmental, or interdepartmental settings (Lumpkin, 2011). Resources guided by good criteria, such as selection, matching and preparing protégés and mentors are particularly useful and essential for faculty in STEM and other academic programs (Boice, 1992). The promotion of organizational knowledge, technical and other competencies obtained from these partnership models not only benefit students by helping them to overcome personal and academic obstacles, but also allow them to excel.
Each year, universities across the nation host orientation and homecoming events and promote professional and non-professional organizations on their campuses. These gatherings, include activities organized by various academic and non-academic programs. Partnering with these support programs that organize orientation and homecoming events allows STEM programs to promote diversity and the idea that presentation of opposing views or different perspective in STEM is healthy and can potentially promote inclusivity and innovation. By including promotional educational awareness modules in these events, STEM programs can help new students understand and address cultural, individual and institutional biases, and systemic discrimination in their programs (Campbell & Brauer, 2021; Luthra & Muhr, 2023; Nielsen et al., 1978; Sears, 1986; Swartz et al., 2019). Additionally, these events, particularly the homecoming event, are a potential avenue for increasing retention (Turner & Thompson, 2014). These events allow current, new students to transition their mentality, and potentially networking for their professional career events, learn about new tools for solving science and technological problems within the workplace, and also to seek guidance on future academic opportunities (Dolan et al., 2014).
Conclusion
In summary, partnerships between academic and non-academic support programs are essential for addressing the unique challenges faced by STEM students, especially those from underrepresented minority groups. These partnerships should be integrated into institutional strategies to create diverse, inclusive, and equitable environments that foster belonging and enhance student engagement, retention, and success.
To build a more inclusive STEM education environment, faculty, staff, students, and external organizations must collaborating to create and promote support programs for underrepresented minority groups. Together, we can dismantle stigma, biases, and stereotypes, fostering a culture of diversity, equity, and belonging, ensuring every student has the opportunity to succeed in STEM fields.
References
Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education, 3(2), 33-44.
Boice, R. (1992). The new faculty member: Supporting and fostering professional development. Jossey-Bass.
Campbell, M. R., & Brauer, M. (2021). Is discrimination widespread? Testing assumptions about bias on a university campus. Journal of Experimental Psychology: General, 150(4), 756.
Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in higher education, 38, 727-742.
Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self‐efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169-194.
Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2021). Gender inequality in academia: Problems and solutions for women faculty in STEM. Journal of neuroscience research, 99(1), 13-23.
Casey, C. H. (2023). Exploring Teachers’ Racial Awareness About Black and Asian Identities Through Race-Based Professional Development and Implicit Racial Bias: A Mixed Methods Case Study Drexel University.
Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & tutoring: partnership in learning, 18(2), 121-134.
Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21-29.
Dolan, C. S., Ryus, C. R., Dopson, S., Montgomery, P., & Scott, L. (2014). A BLIND SPOT IN GIRLS’EDUCATION: MENARCHE AND ITS WEBS OF EXCLUSION IN GHANA. Journal of International Development, 26(5), 643-657.
Fletcher, T. L., Fletcher, T. L., Williams, J. L., McIntyre, B. B., Boyd, B. N., & Watkins, K. (2019). Minority Serving Institutions: America’s Underutilized Resource for Strengthening the STEM Workforce Report–Implications for Historically Black Colleges and Universities (HBCUs).
Gilbertson, M. L., & Demaray, M. K. (2024). Student perceptions of ethnic–racial socialization and outcomes across race and gender. Psychology in the Schools.
Gonzales, B. H., & Kuenzi, J. J. (2012). Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer (R42642). www.crs.gov.
Hawkins, C. B., Camp, A. Z., & Schunke, M. P. (2022). Experimental Evaluation of Implicit Bias Education in the College Classroom. Teaching of Psychology, 00986283221142016.
Heslop, G., Bonilla-Velez, J., Faucett, E. A., & Cabrera-Muffly, C. (2023). Understanding and overcoming the psychological barriers to diversity: imposter syndrome and stereotype threat. Current Otorhinolaryngology Reports, 11(2), 63-70.
Hughes, M. S., & Popoola, V. O. (2023). Perceptions of experiential learning and racial bias following international study abroad in East Africa: A qualitative study. Journal of Studies in International Education, 27(5), 741-759.
Jury, M., Smeding, A., & Darnon, C. (2015). First-generation students’ underperformance at university: The impact of the function of selection. Frontiers in Psychology, 6, 134019.
Kalpazidou Schmidt, E., & Faber, S. T. (2016). Benefits of peer mentoring to mentors, female mentees and higher education institutions. Mentoring & Tutoring: Partnership in Learning, 24(2), 137-157.
Kezar, A., & Holcombe, E. (2017). Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM. A Final Report on the CSU STEM Collaboratives Project. Pullias Center for Higher Education.
Kezar, A., & Holcombe, E. (2020). The role of collaboration in integrated programs aimed at supporting underrepresented student success in STEM. American Behavioral Scientist, 64(3), 325-348.
King, R. (2022). Microaggressions, Imposter Phenomenon, and People of Color: A Quantitative Analysis City University of New York.
Kirp, D. (2019). The college dropout scandal. Oxford University Press.
Lumpkin, A. (2011). A model for mentoring university faculty. The educational forum, 75(4), 357-368. https://doi.org/https://doi.org/10.1080/00131725.2011.602466.
Luthra, P., & Muhr, S. L. (2023). Leading With Accountability: Addressing Systemic Bias. In Leading Through Bias: 5 Essentials Skills to Block Bias and Improve Inclusion at Work (pp. 134-199). Springer.
Markle, R. S., Williams, T. M., Williams, K. S., deGravelles, K. H., B., D.,, & Warner, I. M. (2022). Supporting historically underrepresented groups in STEM higher education: The promise of structured mentoring networks. . Frontiers in Education 7.
Marshall, A., Pack, A. D., Owusu, S. A., Hultman, R., Drake, D., Rutaganira, F. U.,…Lewis, S. C. (2021). Responding and navigating racialized microaggressions in STEM. Pathogens and disease, 79(5), ftab027.
Menken, S., & Keestra, M. (2016). An introduction to interdisciplinary research: Theory and practice. An Introduction to Interdisciplinary Research, 1-128.
National Academies of Sciences, E., and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities.
National Academies of Sciences, E., and Medicine. (2019). Minority serving institutions: America’s underutilized resource for strengthening the STEM workforce. National Academies Press.
National Academies of Sciences, N. A. o. E., & Institute of Medicine,. (2011). Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. The National Academies Press. https://doi.org/10.17226/12984.
Nielsen, H. D., Moos, R. H., & Lee, E. A. (1978). Response bias in follow-up studies of college students. Research in Higher Education, 9, 97-113.
Osborne, J. W., & Walker, C. (2006). Stereotype threat, identification with academics, and withdrawal from school: Why the most successful students of colour might be most likely to withdraw. Educational psychology, 26(4), 563-577.
Rafoth, B. (2015). Multilingual writers and writing centers. University Press of Colorado.
Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social psychology’s view of human nature. Journal of personality and social psychology, 51(3), 515.
Singha, R., & Singha, S. (2024). Educational Innovation Transforming Higher Education for Workforce Readiness. In Advancing Student Employability Through Higher Education (pp. 37-55). IGI Global.
Slovacek, S., Miu, V., Soto, K., & Ye, H. (2019). Supporting STEM in Higher Education. International Journal of Education and Practice, 7(4), 438-449.
Strachan, D. M. (2022). Among Us: Imposter Syndrome and Barriers to Black Success. Cardozo J. Equal Rts. & Soc. Just., 29, 319.
Swartz, T. H., Palermo, A.-G. S., Masur, S. K., & Aberg, J. A. (2019). The science and value of diversity: closing the gaps in our understanding of inclusion and diversity. The Journal of infectious diseases, 220(Supplement_2), S33-S41.
Turner, P., & Thompson, E. (2014). College retention initiatives meeting the needs of millennial freshman students. College student journal, 48(1), 94-104.
Varadharajan, M., & Buchanan, J. (2021). Career change teachers: Bringing work and life experience to the classroom. Springer Nature.
Whittaker, J. A., & Montgomery, B. L. (2012). Cultivating diversity and competency in STEM: Challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success. Journal of Undergraduate Neuroscience Education, 11(1), A44.
Yomtov, D., Plunkett, S. W., Efrat, R., & Marin, A. G. (2017). Can peer mentors improve first-year experiences of university students? Journal of College Student Retention: Research, Theory & Practice, 19(1), 25-44.
Young, K., Anderson, M., & Stewart, S. (2015). Hierarchical microaggressions in higher education. Journal of Diversity in Higher Education, 8(1), 61.
