Empowering Marginalized STEM Students: A Case Study of the First2 Network’s Impact on Persistence, Belonging, and Success in Higher Education

Abstract

The First2 Network student-led organization at Marshall University aims to support first-generation, underrepresented, and rural STEM (Science, Technology, Engineering, and Mathematics) students through a variety of professional development opportunities. The club supports minoritized STEM students throughout their undergraduate careers, increasing the likelihood of these students’ graduation. By creating a sense of belonging, the club ensures students feel empowered to persist in their academic journeys despite systemic challenges. This case study will investigate the club’s impact on student success through the benefits of a student-led organization. This paper will also discuss the way the campus club transforms the academic landscape by deconstructing barriers to persistence through the fostering of academic allyship, development of soft and technical skills, and promotion of an inclusive campus culture. This transformation begins by offering avenues for students to form connections with other STEM students and faculty, as well as creating opportunities for them to explore the career paths they intend to follow. These connections serve as a vital network of mentorship and support, bridging the gap between academia and real-world STEM applications. Furthermore, the importance of marginalized students’ involvement as professional consultants and leaders in critical decision-making spaces act as a tool for sustainable growth and prosperity within the higher education realm. By leveraging these strategies, the club not only strengthens the community, but also builds a pipeline for future STEM talent. Findings from this research will inform strategic campus leadership practices to improve the overall experience of and support for marginalized student persistence and success in STEM degree programs.