Interdisciplinary Research and STEM-focused Social Science Curriculum Support Retention and Impact Perception of Science in Cohort of S-STEM Scholarship Students

Abstract

A curricular approach to supporting low-income STEM Scholars is examined in terms of impacts on retention, social and cultural capital, perception of science, and self-efficacy and outcome expectations.  Details are provided for the curricular support program based on interdisciplinary research, service learning, and an explicit examination of the interpretation of science based on culture and social location.  We show that the scholarship program has increased retention within STEM majors and led to increases in completed STEM degrees.  Further, Scholars report increases in social and cultural capital, motivation and outcomes that they attribute to the interdisciplinary coursework that comprises the bulk of the program.