Reconsidering success in a STEM program for financially disadvantaged students

To date, success in STEM has been primarily measured via grade point averages, retention in STEM programs, as well as obtaining STEM degrees and careers. Here we consider choice and autonomy to explore varied academic options in determining success, as the development of interest is dynamic and sometimes fluid; it changes with the environment and is shaped by new learning and exposure to career pathways. In this paper, we report on a qualitative evaluation of a S-STEM pilot program for two cohorts of underrepresented, low-income undergraduate students as a case illustration of alternative framings of success in STEM. We found the program boosted self-efficacy, STEM identity, academic sense of belonging, and confidence. Importantly, focus group data captured a key nuanced theme from student responses: that pathways for exploration to redefine and refine interests were key to their success and reported positive academic experiences. We present these findings as evidence for a more contextually appropriate definition of success that takes situational contexts and individual differences into account. We discuss the ways in which we can continue to provide diverse students with resources, support, and mentorship with this definition of success in mind.