Building Support Networks in Stem Education
Contributing Researchers
Lead Research, The Ohio State University
Olivia Callahan, M.A., University of Michigan
Computer Science and Engineering
Minso Choi, M.A., The Ohio State University
Department of Educational Studies
Dr. Angela Ebreo, University of Michigan
Center for the Study of Higher and Post-Secondary Education
Overview
This research explores how undergraduate students in science, technology, engineering, and mathematics (STEM) fields engage with support systems during their educational journey. Using reflective journaling and interviews, the study examines how students form meaningful connections with peers, faculty, and academic mentors that strengthen their persistence and success in STEM education.
Support networks are defined broadly to include peer groups, academic mentors, and institutional staff who provide encouragement, resources, and guidance. Using reflective journaling and one-on-one interviews, we explored how students conceptualize and activate support from peers, faculty, and mentors across institutional contexts. The research draws from the Bowman Strengths-Based Role Strain and Adaptation Model. Data from the 2021–2023 academic years suggest that structured engagement opportunities enable students to build a sense of community and develop confidence navigating STEM environments.
Research Highlights
We explored the development of support systems through:
- Reflective journaling and in-depth interviews with undergraduate STEM students
- Application of the Bowman Strengths-Based Role Strain and Adaptation Model to analyze student experiences
- Identification of strengths and barriers
Key Findings
- Students view peer mentorship and staff guidance as critical to their sense of belonging in STEM
- Structured support programs help students navigate academic stress and identity development
- Faculty relationships often grow through repeat exposure in both classroom and co-curricular spaces
- Practical opportunities like research placements help students affirm or adjust their academic trajectories
Student Perspectives
“You learn resources, and you meet other classmates… you can talk.”
– Student participant
“She was, hands down the best supporter there was… They are right there when I call on them.”
– Student participant
“I had a research opportunity… It was definitely a good experience.”
– Student participant
Acknowledgements
This project is supported by the Directorate for STEM Education through a National Science Foundation grant 2109942, Tabbye Chavous, PI. The views expressed do not necessarily reflect those of the National Science Foundation.