| Advancing the success of students of color in Science, Technology, Engineering, and Mathematics (STEM) is a pressing and complex issue. There are several trends (e.g., changing demographics, an aging workforce, and globally competitive market), which make improving retention and success among students of color in STEM fields important. STEM enrichment programs have shown promise in sustaining underrepresented students' science interests and strengthening their readiness for college level work. Thus, this study investigated how a STEM enrichment program facilitates college readiness and retention among students of color at a predominantly White, large, public, research university.;In this study, I used an explanatory, holistic case study approach to examine the strategies and practices employed in the program to support student success (Yin, 2003). The study was conducted at Jefferson State University (pseudonym), a predominantly White, large, public research university in the Midwest. The Comprehensive STEM Program (CSP, pseudonym) at Jefferson State was established in 2007 with the National Science Foundation Louis Stokes Alliance for Minority Participation (NSF-LSAMP) grant. CSP contains eight program components: a six-week academic intensive residential summer bridge program, bi-weekly advising meetings, weekly recitation sessions, selected STEM sections of math and science courses, first-year seminar, residential assignment, peer mentoring, and undergraduate research opportunity. The program capacity is 50 students.;The conceptual framework that guided this study integrated three theoretical constructs: (1) the Expertise Model of Students Success (EMSS), (2) sense of belonging, and (3) science identity. Drawing upon expert's systems theory, EMSS contends that identification of barriers, knowledge, and actions are central to understanding the student experience and student retention. The sense of belonging and science identity constructs provided additional lenses to explore how the program fostered community and academic and professional development opportunities for its participants.;To explore my research questions, I interviewed 50 individuals: 42 current and former program participants, 2 administrators, 2 instructors, and 4 recent baccalaureate recipients and former program participants. I also conducted 24 hours of participant observations and analyzed over 200 pages of documents. A Model for Programmatic Influences on College Readiness and Retention among Underserved Students of color emerged from the findings. This model is comprised of four major themes: proactive caring, holistic support, community building, and STEM identity development catalyst. Proactive caring was found to be a philosophy and approach used for student retention. Holistic support attended to the myriad of needs of the program participants. Community building practices created a familial atmosphere and conditions to develop meaningful relationships. STEM identity development catalysts were the ways in which the program buttressed science identity development.;This study concludes with recommendations for practice, policy, future research, and theory on students of color pursuing degrees in the STEM disciplines. The implications from this study support the need for continued federal and institutional support for STEM enrichment programs to address opportunity gaps, provide a supportive and caring environment for underrepresented groups, and bolster pathways for STEM identity development. |
