Retention of Academically Talented STEM Scholarship Recipients in Community College

Abstract

This qualitative study investigates the experiences of academically talented STEM students with financial need participating in a STEM scholarship program at a community college. These student’s lives are characterized by complex logistics and competing priorities that they attempt to balance. Results suggest intentional programmatic support services with attention paid to students’ sense of belonging within the scholarship cohort coupled with scholarship monies that allow students to achieve a delicate work-life balance, reduce stress, and be retained in STEM. However, students still contend with uncertainty around transferring to a university. Implications for improving STEM education practice and policy are discussed.