Equity and Access in STEM Through Supplemental Instruction – A Qualitative Study
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Authors
Dr. Avant, Robin L
Dr. Vance, Jeffrey
Issue Date
2025-04-04
Type
Other
Language
en_US
Keywords
Supplemental instruction , STEM equity and access , Student retention
Alternative Title
Abstract
The effects of Supplemental Instruction (SI) with Black and Hispanic STEM students to determine if this additional learning support will increase student grade point average (GPA), and retention rates while decreasing attrition rates at the research site. Aims at reducing the achievement gaps in marginalized students at the research site by enabling Black and Hispanic STEM students to achieve similarly with their White peers. The study will support the intentional need for academic skills enrichment which benefits at-risk students (Tinto, 2012). Urban two-year community colleges epitomize the drop out crisis (Kirp, 2019). Shift the disparities that negatively impact marginalized populations that reflect in attrition rates.