Peer-Moderated Focus Groups as Vehicles for Change in Undergraduate Science,Technology,Engineering,and Mathematics Attrition

Abstract

Low science, technology, engineering, and mathematics (STEM) retention rates in higher education (HE) have been targeted with varying degrees of success. With recent calls for student-centered changes, this study utilizes peer-led focus groups to elicit students’ perspectives on their HE experience and to generate recommendations for improvements in student outcomes and retention in STEM. The findings from these unstructured interviews outline how major points of dissatisfaction influence students’ degree persistence which aligns with extant literature. Participant-generated solutions target satisfaction and retention across instructor-, department-, and institution-levels which allow for fine-grained recommendations and lay foundation for participatory action change research. This work offers evidence that focus group methodology bridges gaps between students’ experiences and stakeholders’ reform efforts to direct actions which will improve STEM retention in postsecondary education.

Keywords

retention peer-led focus groups STEM education participatory action research student voice

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