A Case Study of Transition to College and Sense of Belonging and Its Implications for Retention of STEM Majors

Program Abstract: The purpose of this mixed-methods case study was to explore the transitional experiences and sense of belonging of low-income, academically talented college freshmen and sophomores who have been enrolled in an S-STEM program aimed at increasing retention of college students in chemistry and physics. Retention interventions included undergraduate research, intensive mentoring, and learning community building. Surveys and interviews of five STEM scholars revealed that pace of the course, depth of learning, and instructors’ pedagogical choices were some of the major influences on students’ positive and negative feelings toward the changes associated with transitioning to college. Although scholars reported a high sense of belonging, this alone did not necessarily lead to retention. Involvement in academic organizations and activities such as clubs and research groups played a more important role in the scholars’ decisions to remain in their degree programs.