Tonje Amland, Arne Lervåg, Monica Melby-Lervåg
Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?
Frontiers in human neuroscience
response unwaveringly high attrition stem pathways stem intervention programs sips support stem students effort increase retention using mixed methods survey focus groups studied students one university either supported unsupported sips understand students may differ experiences believed contribute stem persistence evaluated sense belonging scientific selfefficacy scientific community values scientific identity stem involvement enrollment status students two half years postsurvey also tracked sip students reported significantly higher science identity sense belonging involved stemrelated activities counterparts unsupported sips differences measures correlated raceethnicity college generation status age notably sip students higher odds persisting stem students supported sips focus group data provide additional meaning measured survey constructs revealed nuanced qualitative differences sip nonsip student experiences overall involved sip institution trends positively theoretical models explain stem student persistence sips potential provide andor facilitate meaningful critical support students without intentional supports may left behind