IDEAS home Printed from https://ideas.repec.org/a/jfr/ijhe11/v8y2019i6p249.html
   My bibliography  Save this article

The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention

Author

Listed:
  • Gaye D. Ceyhan
  • Alia N. Thompson
  • Jeremy D. Sloane
  • Jason R. Wiles
  • Sule Aksoy
  • John W. Tillotson

Abstract

The Strategic Undergraduate STEM Talent Acceleration INitiative (SUSTAIN) provided a coherent ecosystem of academic, social, and career support services designed for a diverse cohort of high-achieving, low-income STEM students during their first year of undergraduate study. Findings are discussed in terms of the efficacy of the program interventions to enhance students’ socialization and retention within the STEM community. Results indicate that participants perceived the interventions to have helped them adjust to college life and develop skills in understanding science and the scientific process. Which in turn, participants reported, helped them to succeed in their STEM courses and visualize themselves as part of the larger STEM community. The participants rated STEM faculty mentoring, research experience and community building as more helpful than other interventions. Our findings will aid researchers to better understand how SUSTAIN interventions influence students’ socialization into the STEM community and provide valuable insight to guide policymakers in shaping future programs that are successful in retaining diverse students in STEM fields.

Suggested Citation

  • Gaye D. Ceyhan & Alia N. Thompson & Jeremy D. Sloane & Jason R. Wiles & Sule Aksoy & John W. Tillotson, 2019. "The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention," International Journal of Higher Education, Sciedu Press, vol. 8(6), pages 249-249, December.
    • Handle: RePEc:jfr:ijhe11:v:8:y:2019:i:6:p:249
    as

    Download full text from publisher

    File URL: https://www.sciedupress.com/journal/index.php/ijhe/article/download/16230/10441
    Download Restriction: no
    File URL: https://www.sciedupress.com/journal/index.php/ijhe/article/view/16230
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Michelle Castellanos, 2018. "Examining Latinas’ STEM Career Decision-Making Process: A Psychosociocultural Approach," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(4), pages 527-552, July.
    2. Matthew Soldner & Heather Rowan-Kenyon & Karen Kurotsuchi Inkelas & Jason Garvey & Claire Robbins, 2012. "Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors," The Journal of Higher Education, Taylor & Francis Journals, vol. 83(3), pages 311-336, May.
    3. Chris Craney & Tara McKay & April Mazzeo & Janet Morris & Cheryl Prigodich & Robert de Groot, 2011. "Cross-Discipline Perceptions of the Undergraduate Research Experience," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(1), pages 92-113, January.
    4. Sarah Randall Johnson & Frances King Stage, 2018. "Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(5), pages 753-781, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Julie J. Park & Young K. Kim & Kristyn Lue & Jia Zheng & Roshan Parikh & Cinthya Salazar & Arman Liwanag, 2021. "Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(8), pages 1146-1167, December.
    2. Elena Sandoval-Lucero, 2014. "Serving the Developmental and Learning Needs of the 21st Century Diverse College Student Population: A Review of Literature," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(2), pages 1-47, November.
    3. Julie J. Park & Young K. Kim & Cinthya Salazar & Shannon Hayes, 2020. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(3), pages 330-356, May.
    4. Cédric Beaulac & Jeffrey S. Rosenthal, 2019. "Predicting University Students’ Academic Success and Major Using Random Forests," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(7), pages 1048-1064, November.
    5. Kassim S. Mwitondi & Raed A. Said, 2021. "Dealing with Randomness and Concept Drift in Large Datasets," Data, MDPI, vol. 6(7), pages 1-19, July.
    6. Yanqing Ding & Wei Li & Xin Li & Yinduo Wu & Jin Yang & Xiaoyang Ye, 2021. "Heterogeneous Major Preferences for Extrinsic Incentives: The Effects of Wage Information on the Gender Gap in STEM Major Choice," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(8), pages 1113-1145, December.
    7. Nick Huntington-Klein & Andrew Gill, 2021. "Semester Course Load and Student Performance," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(5), pages 623-650, August.
    8. Qian Meng & Qi Zhang, 2023. "The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement," Sustainability, MDPI, vol. 15(7), pages 1-14, March.
    9. Katelyn M Cooper & Logan E Gin & Barierane Akeeh & Carolyn E Clark & Joshua S Hunter & Travis B Roderick & Deanna B Elliott & Luis A Gutierrez & Rebecca M Mello & Leilani D Pfeiffer & Rachel A Scott &, 2019. "Factors that predict life sciences student persistence in undergraduate research experiences," PLOS ONE, Public Library of Science, vol. 14(8), pages 1-30, August.
    10. Shannon N. Davis & Sarah E. Wagner, 2019. "Research Motivations and Undergraduate Researchers’ Disciplinary Identity," SAGE Open, , vol. 9(3), pages 21582440198, July.
    11. Carlie D. Trott & Andrea E. Weinberg & Laura B. Sample McMeeking, 2018. "Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development," Sustainability, MDPI, vol. 10(9), pages 1-21, September.
    12. Camelia Truta & Luminita Parv & Ioana Topala, 2018. "Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education," Sustainability, MDPI, vol. 10(12), pages 1-11, December.
    13. Annie M. Wofford, 2022. "The Perpetuation of Privilege: Exploring the Relationship Between Early Admissions and High-Impact Practices," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1312-1342, December.
    14. Brian P. An & Chad N. Loes, 2023. "Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(4), pages 520-546, June.
    15. Darnell Cole & Joseph A. Kitchen & Adrianna Kezar, 2019. "Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(3), pages 392-413, May.
    16. Zhiling Cai & Jinxing Zhu & Saiqi Tian, 2023. "Research Progress of STEM Education Based on Visual Bibliometric Analysis," SAGE Open, , vol. 13(3), pages 21582440231, September.
    17. Joni Tzuchen Tang, 2022. "A Practical Action Research of Portfolio Assessment on Building the Learning Community for Graduate Students in Taiwan," Systemic Practice and Action Research, Springer, vol. 35(4), pages 555-578, August.
    18. Rachana Bhatt & Angela Bell & Donald L. Rubin & Coryn Shiflet & Leslie Hodges, 2022. "Education Abroad and College Completion," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(6), pages 987-1014, September.
    19. Deborah Faye Carter & Hyun Kyoung Ro & Benjamin Alcott & Lisa R. Lattuca, 2016. "Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(3), pages 363-393, May.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:jfr:ijhe11:v:8:y:2019:i:6:p:249. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sciedu Press (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.