Persistence across undergraduate science, technology, engineering, and mathematics (STEM) programs is exceptionally low. Recent studies have shown that social support and sense of belonging are particularly important for students who are historically underrepresented in STEM, yet few interventions have directly targeted or investigated these…

The retention disparities in undergraduate degree attainment are a persistent problem within the United States, especially for Black, Indigenous, People of Color (BIPOC), first-generation and low-income students, and women (referred to as marginalized groups in STEM [MGS] hereafter) pursuing STEM degrees. The following exploratory article…

Understanding how to foster belonging and ensure equitable engagement in STEM fields for diverse students is a critical need in education today. Despite substantial growth in the STEM workforce (Bureau of Labor Statistics, 2023; NSF, 2023a), there remain persistent gender and racial/ethnic gaps in students' access to advanced STEM education,…

This dissertation investigated predictors of scientific civic engagement among undergraduate students through a multimethod approach, focusing on how educational experiences shaped students' engagement with their communities using scientific skills. This multipart study addressed gaps in understanding how educational practices, identity, and sense…