Restricted accessResearch articleFirst published online 2026-2
Advancing Equity and Opportunities for STEM Students From Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes
This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics (Mage = 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.
AizenmanJ.KingC.KlingT.RamseyL.SolomonJ.WaratukeS.WomackC. (2022). Interdisciplinary research and STEM-focused social science curriculum support retention and impact perception of science in cohort of S-STEM scholarship students. Journal of STEM Education: Innovations and Research, 23(1), 5–16. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2520
2.
AjayiA. A.MitchellL. L.NelsonS. C.FishJ.PeissigL. H.CausadiasJ. M.SyedM. (2021). Person–environment fit and retention of racially minoritized college students: Recommendations for faculty, support staff, and administrators. Education Sciences, 11(6), 271. https://doi.org/10.3390/educsci11060271
3.
AnayaL.StaffordF.ZamarroG. (2022). Gender gaps in math performance, perceived mathematical ability and college STEM education: The role of parental occupation. Education Economics, 30(2), 113–128. https://doi.org/10.1080/09645292.2021.1974344
AustinP. C. (2009). Some methods of propensity-score matching had superior performance to others: Results of an empirical investigation of Monte Carlo simulations. Biometrical Journal, 51(1), 171–184. https://doi.org/10.1002/bimj.200810488
6.
AustinP. C. (2011). An introduction to propensity score methods for reducing the effects of confounding in observational studies. Multivariate Behavioral Research, 46(3), 399–424. https://doi.org/10.1080/00273171.2011.568786
7.
BahrP. R.JacksonG.McNaughtanJ.OsterM.GrossJ. (2017). Unrealized potential: Community college pathways to STEM baccalaureate degrees. The Journal of Higher Education, 88(3), 430–478. https://doi.org/10.1080/00221546.2016.1257313
8.
BahrP. R.JonesE. S.SkilesJ. (2023). Investigating the viability of transfer pathways to STEM degrees: Do community colleges prepare students for success in university STEM courses?Community College Review, 51(4), 567–592. Advance online publication. https://doi.org/10.1177/00915521231181955
9.
BeattyA. S.WalmsleyP. T.SackettP. R.KuncelN. R.KochA. J. (2015). The reliability of college grades. Educational Measurement: Issues and Practice, 34(4), 31–40. https://doi.org/10.1111/emip.12096
10.
BloomJ. L.HutsonB. L.HeD. Y. (2008). The appreciative advising revolution. Stipes Publishing.
11.
BustamanteA. S.BermudezV. N.OchoaK. D.BelgraveA. B.VandellD. L. (2023). Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds. Developmental Psychology, 59(8), 1440–1451. https://doi.org/10.1037/dev0001546
12.
CardD.PayneA. A. (2021). High school choices and the gender gap in STEM. Economic Inquiry, 59(1), 9–28. https://doi.org/10.1111/ecin.12934
13.
ChenX., National Center for Education Statistics, & R. T. I. International. (2013). STEM attrition: College students’ paths into and out of STEM fields. Statistical Analysis Report. (NCES 2014-001). https://nces.ed.gov/pubs2014/2014001rev.pdf
14.
ColeB.HighK.WeinlandK. (2013). High school pre-engineering programs: Do they contribute to college retention?American Journal of Engineering Education, 4, 85–98. https://files.eric.ed.gov/fulltext/EJ1057111.pdf
15.
CrispG.NoraA.TaggartA. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic serving institution. American Educational Research Journal, 46, 924–942. https://doi.org/10.3102/0002831209349460
16.
DinhT. V.ZhangY. L. (2021). Engagement in high-impact practices and its influence on community college transfers’ STEM degree attainment. Community College Journal of Research and Practice, 45(11), 834–849. https://doi.org/10.1080/10668926.2020.1824133
17.
DupontR.RodenborgN. A. (2020). S-STEM lessons learned: Supporting community college transfer pathways and access to high-impact practices during transfer transition. 2020 ASEE Virtual Annual Conference Content Access. https://doi.org/10.18260/1-2–35172
18.
EddyP. L. (2010). Partnerships and collaboration in higher education: AEHE. John Wiley & Sons.
GoffE. E.MulveyK. L.IrvinM. J.Hartstone-RoseA. (2020). The effects of prior informal science and math experiences on undergraduate STEM identity. Research in Science & Technological Education, 38(3), 272–288. https://doi.org/10.1080/02635143.2019.1627307
Grier-ReedT.AjayiA. A. (2019). Incorporating humanistic values and techniques in a culturally responsive therapeutic intervention for African American college students. The Journal of Humanistic Counseling, 58(1), 17–33. https://doi.org/10.1002/johc.12087
24.
GriffithA. L. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters?Economics of Education Review, 29, 911–922. https://doi.org/10.1016/j.econedurev.2010.06.010
25.
HarderV. S.StuartE. S.AnthonyJ. C. (2010). Propensity score techniques and the assessment of measured covariate balance to test causal associations in psychological research. Psychological Methods, 15(3), 234–249. https://doi.org/10.1037/a0019623
HoldrenJ. P.LanderE. S. (2012). Engage to Excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President, Washington, DC. https://files.eric.ed.gov/fulltext/ED541511.pdf
28.
HurtadoS.CabreraN. L.LinM. H.ArellanoL.EspinosaL. L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50, 189–214. https://doi.org/10.1007/s11162-008-9114-7
29.
HutchisonE. (2016). Essentials of human behavior: Integrating person, environment, and the life course (2nd ed.). Sage Publications.
30.
JiangF.McComasW. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3), 554–576. https://doi.org/10.1080/09500693.2014.1000426
31.
JiangS.SimpkinsS. D.EcclesJ. S. (2020). Individuals’ math and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences. Developmental Psychology, 56(11), 2137–2151. https://doi.org/10.1037/dev0001110
32.
JudsonE. (2014). Effects of transferring to STEM-focused charter and magnet schools on student achievement. The Journal of Educational Research, 107(4), 255–266. https://doi.org/10.1080/00220671.2013.823367
33.
JungD.LathamC.FortesK.SchwartzM. (2021). Using holistic admissions in pre-licensure programs to diversify the nursing workforce. Journal of Professional Nursing, 37(2), 359–365. https://doi.org/10.1016/j.profnurs.2020.04.006
34.
KezarA.HallettR. E.PerezR. J.KitchenJ. A. (2022). Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000401
35.
KoH. C.KimpleR. J. (2018). The resident individual development plan as a guide for radiation oncology mentorship. International Journal of Radiation Oncology, Biology, Physics, 101(4), 786–788. https://doi.org/10.1016/j.ijrobp.2018.02.153
36.
KolbeL. J.AllensworthD. D.Potts-DatemaW.WhiteD. R. (2015). What have we learned from collaborative partnerships to concomitantly improve both education and health?Journal of School Health, 85(11), 766–774. https://doi.org/10.1111/josh.12312
37.
KuhG. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
38.
LugoV. A.WoodC.Torres-ChavarroM.Garcia-SalasM. (2023). Barriers to graduate applications: Perspectives of undergraduate students from underrepresented backgrounds in communication science and disorders. Perspectives of the ASHA Special Interest Groups, 1–12. https://doi.org/10.1016/j.profnurs.2022.05.002
39.
LynchS. J.BurtonE. P.BehrendT.HouseA.FordM.SpillaneN.MatrayS.HanE.MeansB. (2018). Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components. Journal of Research in Science Teaching, 55(5), 712–748. https://doi.org/10.1002/tea.21437
40.
MartinN. D.SpennerK. I.MustilloS. A. (2017). A test of leading explanations for the college racial-ethnic achievement gap: Evidence from a longitudinal case study. Research in Higher Education, 58(6), 617–645. https://doi.org/10.1007/s11162-016-9439-6
41.
MedskerL.AllardL.TuckerL. J.O’DonnellJ. L.SterneMarrR.BannonJ.FinnR.WeatherwaxA. (2016). Impact of the Siena College Tech Valley Scholars Program on student outcomes. Journal of STEM Education, 17(1), 5–14. https://www.jstem.org/index.php/JSTEM/article/view/1963/1726
42.
MillerP.Votruba-DrzalE.ColeyR. L. (2019). Poverty and academic achievement across the urban to rural landscape: Associations with community resources and stressors. The Russell Sage Foundation Journal of the Social Sciences, 5(2), 106–122. https://doi.org/10.7758/RSF.2019.5.2.06
43.
MorganP. L.FarkasG.HillemeierM. M.MaczugaS. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. https://doi.org/10.3102/0013189X16633182
44.
MurnaneR. J.WillettJ. B. (2011). Methods matter: Improving causal inference in educational and social science research. Oxford University Press.
OhS. H.LeventhalT. (2023). Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican-origin adolescents’ life chances. Journal of Research in Science Teaching, 60(7), 1551–1578. https://doi.org/10.1002/tea.21844
48.
OnonyeL.BongS. (2018). The study of the effectiveness of scholarship grant program on low-income engineering technology students. Journal of STEM Education, 18(5), 26–31. https://www.learntechlib.org/p/182464/
49.
PearmanF. A. (2019). The effect of neighborhood poverty on math achievement: Evidence from a value-added design. Education and Urban Society, 51(2), 289–307. https://doi.org/10.1177/0013124517715066
50.
PearsonJ.GiacumoL. A.FaridA.SadeghM. (2022). A systematic multiple studies review of low-income, first-generation, and underrepresented, STEM-degree support programs: Emerging evidence-based models and recommendations. Education Sciences, 12(5), 333. https://doi.org/10.3390/educsci12050333
51.
PetersA. W.TisdaleV. A.SwintonD. J. (2019). High-impact educational practices that promote student achievement in STEM. In Broadening participation in STEM: Effective methods, practices, and programs (pp. 183–196). Emerald Publishing Limited.
52.
PikeG. R.RobbinsK. (2019). Expanding the pipeline: The effect of participating in project lead the way on majoring in a STEM discipline. Journal for STEM Education Research, 2, 14–34. https://doi.org/10.1007/s41979-019-00013-y
53.
RaynorW. J.Jr. (1983). Caliper pair-matching on a continuous variable in case-control studies. Communications in Statistics: Theory and Methods, 12(13), 1499–1509. https://doi.org/10.1080/03610928308828546
RubinD. B (2001). Using propensity scores to help design observational studies: Application to the Tobacco litigation. Health Services and Outcomes Research Methodology, 2(3-4), 169–188. https://doi.org/10.1023/A:1020363010465
56.
SimpsonA.BouhafaY. (2020). Youths’ and adults’ identity in STEM: A systematic literature review. Journal for STEM Education Research, 3, 167–194. https://doi.org/10.1007/s41979-020-00034-y
57.
SullivanL.MeschedeT.DietrichL.ShapiroT. (2015). The racial wealth gap increases fourfold. Institute on Assets and Social Policy, Brandeis University.
58.
WangX. (2015). Pathway to a baccalaureate in STEM fields: Are community colleges a viable route and does early STEM momentum matter?Educational Evaluation and Policy Analysis, 37(3), 376–393. https://doi.org/10.3102/0162373714552561
59.
WhitcombK. M.SinghC. (2021). Underrepresented minority students receive lower grades and have higher rates of attrition across STEM disciplines: A sign of inequity?International Journal of Science Education, 43(7), 1054–1089. https://doi.org/10.1080/09500693.2021.1900623
60.
WolniakG. C.EngbergM. E. (2019). Do” high-impact” college experiences affect early career outcomes?The Review of Higher Education, 42(3), 825–858. https://doi.org/10.1353/rhe.2019.0021
61.
YoungJ.YoungJ.WitherspoonT. (2019). Informing informal STEM learning: implications for mathematics identity in African American Students. Journal of Mathematics Education, 12(1). https://doi.org/10.26711/007577152790037
62.
ZilvinskisJ.KinzieJ.DadayJ.O'DonnellK.ZandeC. V. (2023). Delivering on the promise of high-impact practices: Research and models for achieving equity, fidelity, impact, and scale. Taylor & Francis.
