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Minority STEM Students' Perspectives on Their Persistence in College

Minority STEM Students' Perspectives on Their Persistence in College
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Author(s): Stacey A. Williams-Watson (Central Connecticut State University, USA)
Copyright: 2020
Pages: 20
Source title: Accessibility and Diversity in the 21st Century University
Source Author(s)/Editor(s): Gary A. Berg (California State University Channel Islands (Retired), USA) and Linda Venis (UCLA (Retired), USA)
DOI: 10.4018/978-1-7998-2783-2.ch010


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The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow, it is essential that higher education institutions improve minority students' persistence in STEM education. This chapter addresses existing research focused on student retention and obstacles and barriers related to minority students. However, there is little evidence that researches have actually addressed the issue by uncovering the minority students' perspectives. Consequently, the aim of this chapter is to provide a window into the minority student's persistence in STEM programs through a theoretical framework of student retention and the students' experiences.

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