Mechanisms of STEM Retention: Lessons from Interview Data from Students in STEM Cohort Program

Despite national efforts to improve STEM retention, students from historically mar- ginalized backgrounds, particularly those with high financial need or limited academic preparation, continue to leave STEM fields at disproportionately high rates. While many programs offer support, there is limited understanding of how students experience and respond to multi-faceted interventions aimed at improving retention. Beginning in 2009, Lyman Briggs College implemented a cohort-oriented scholarship program that supported students from their second through fourth years. It was built around three layers of support: direct financial aid, peer support, and structured opportunities to explore STEM careers and develop professional skills. The SPRING Program has suc- ceeded in closing some inequitable outcomes in STEM retention for students with high financial need or low pre-college math preparation. Based on analyses of longitudinal student interviews, we find that the most salient component of the program was its role in helping students acquire knowledge of how the academic and professional sys- tem works. We also identify social cohesion and social capital as critical factors in the improved STEM retention outcomes observed. These findings offer actionable insights for those designing STEM retention programs and highlight the importance of fostering community and systems knowledge to support students’ persistence.