Wellness in STEM pathways: Exploring the challenges and supports for historically underserved STEM undergraduates beyond grades
DOI:
https://doi.org/10.32674/2m9any02Keywords:
STEM education, wellness, historically underserved students, academic persistence, equity in higher educationAbstract
Historically underserved STEM undergraduates face complex barriers affecting both success and well-being. This exploratory study, guided by the dimensions of wellness theory, examines challenges and resources across emotional, social, intellectual, environmental, and financial domains using survey data. We ask: (1) What challenges compromise wellness, and what resources support students? (2) How do students perceive institutional practices as supportive or hindering? Findings show BIPOC and gender-marginalized students often feel excluded; identity-based organizations help. First-generation students struggle with transitions but benefit from advising. Low-income students face financial barriers yet gain from affordable resources. Despite supports, confidence in institutions is low, with structural gaps persisting. We highlight implications for more intentional, equity-centered interventions in STEM.
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