Faculty mentorship, cohort-based learning, and structured academic and professional development activities are among the critical factors that support success for students taking part in S-STEM, resulting in increased academic confidence, strengthened research skills and greater career preparedness, according to the newly released S-STEM Outcomes & Impacts report.
The report is the first comprehensive examination of the experiences and outcomes of scholars, faculty and institutions participating in the S-STEM program. The report advances the S-STEM REC’s aim to create a greater infrastructure, build community, coordinate work, and synthesize findings across the hundreds of S-STEM programs at colleges and universities across the United States.
The report is a collaboration led by AAAS in partnership with American Institutes for Research, the Center for Evaluation & Research for STEM Equity at the University of Washington, Quality Education for Minorities Network, and MN Associates.
“The findings underscore the profound impact of the S-STEM program,” said Travis York, director of the Center for STEMM Education & Workforce at AAAS. “These scholars not only contribute to the U.S. workforce and innovation economy but also serve as role models in their communities, inspiring future generations of STEM leaders.”
S-STEM programs use a range of evidence-based strategies such as academic mentoring, cohort-based learning, and problem-based instruction to support scholar success. These practices, especially when paired with consistent faculty advising and strong peer networks, help students stay engaged and feel less isolated throughout their academic journeys, according to the report.
S-STEM scholars have a higher rate of participation in the STEM workforce one year after graduation than other STEM graduates, the report finds, with 86% of S-STEM scholars who graduated from four-year institutions entering the workforce. Meanwhile, previous data finds that 53% of STEM graduates are employed in a STEM occupation one year after graduation.
The report finds that challenges commonly faced by academically talented scholars from low-income backgrounds – such as financial pressure, lack of time, transportation difficulties, and feelings of imposter syndrome – affected students’ participation and progress.
The report also identifies different impacts depending on type of institution or scientific field. Among students at two-year colleges, participation in activities like workshops or research was lower than that of students at four-year institutions. And while faculty and scholars reported that the S-STEM program helped improve academic performance, build research skills, and strengthen career readiness, the benefits varied by field, with students in life sciences and biomedical programs reporting greater gains than those in engineering or computer science.
York added, “The success of the S-STEM program is a testament to the power of sustained federal investment in STEM education. As this report illustrates, targeted financial and academic support transforms lives, strengthens the U.S. STEM workforce, and enhances the nation’s capacity for scientific and technological innovation.”
