“Success Is Not Measured Through Wealth”: Expanding Visions of Success for Low-Income STEM Students

Abstract

Despite ongoing disparities in Science, Technology, Engineering, and Mathematics (STEM) retention, particularly for underrepresented minority (URM) students, minimal work has considered the intersection of social class, STEM education, and student success. STEM programs serve as a popular major choice for students from low-income backgrounds. Yet, their experiences and aspirations remain under-studied. This exploratory, qualitative study sought to uncover the definitions and pursuits of success by students (21), administrators (7), faculty (4), and predictive software in a STEM access program for high-achieving students from low-income backgrounds at a selective, affluent institution. Our analysis reveals how both instrumental and intrinsic visions of success coalesced in this STEM environment, as participants envisioned, supported, and pursued not only academic completion, but also personal, familial, and theological aspirations. This work thus offers expanded, alternative visions of STEM student success, which can in turn fortify efforts to recruit and retain URM students, including those from low-income backgrounds.