This study examined phenomenal gender and racial representation disparities in the science, technology, engineering, and mathematics (STEM) fields -- specifically, a convergent parallel mixed study of the factors contributing to the underrepresentation of women and minorities. The research participants totaled 657 and included college students from the United States. Multiple and linear regression analyses were conducted to identify factors related to obstacles and the ability to overcome them to persist in STEM degrees. One-way analysis of variance (ANOVA) was performed to identify differences between students on the higher end and the lower on the socioeconomic scale. Also, paired t-tests were conducted to compare students' desires and obstacles scores for participants who participated in pre-collegiate STEM programs (e.g., science fair, STEM outreach program, hackathon events, internship) and those who did not. The qualitative analysis was also conducted utilizing thematic analysis techniques. Results of the regression analyses indicated that the number of pre-college STEM program participations was a significant predictor of STEM obstacles. Additionally, t-tests revealed no significant differences in mean scores for math score between male and female students. One-way ANOVA results indicated a weak but highly significant relationship between ethnicity and one's ability to overcome culture or environment to pursue STEM degrees. The qualitative data results indicated that students described overcoming the lack of access to STEM education resources in pre-college by being self-reliant and obtaining support from external resources and educational and government institutions at various levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]