Increasing STEM retention: comparing the alignment of cultural viewpoints between Appalachian STEM students and faculty to effect change
DOI:
https://doi.org/10.55632/pwvas.v97i1.1108Keywords:
Appalachian culture, faculty and student engagement, STEM educationAbstract
STEM education and retention at the university level is low in high-poverty areas like West Virginia. West Virginia has higher poverty rates and lower bachelor’s degree completion compared to the national average. As West Virginia transitions from labor-intensive occupations to more STEM and healthcare-driven careers it is crucial to increase the number of STEM graduates to fill these positions. This study aimed to increase STEM retention through dialogue and systemic change. The study was conducted in three parts: 1) survey STEM faculty and students in STEM courses regarding their cultural beliefs and educational backgrounds, 2) share the findings and engage in open dialogue about student struggles with both faculty and students and 3) administer a post-survey to assess students' sense of belongingness and faculty's willingness to implement changes in their courses to increase student success. Results indicate that students and faculty have similar views and backgrounds (p = 0.17). The dialogue session indicated that faculty and students disagreed on what the students felt their biggest struggles in STEM were; faculty felt students struggled with math while students stated time management as their largest obstacle. According to post-survey results, students felt an increase in their STEM sense of belonging after attending the dialogue. Twenty-four percent of faculty said they would make changes and 64% said they would consider making changes to their classes after the dialogue. Faculty making systemic changes to their classes based on student feedback and need should increase student success and retention in these STEM courses.
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