STEM persistence among women, non-binary, and students of color: A longitudinal study of the impact of a residential science-oriented summer bridge program
Open accessAbstract
The United States faces challenges in retaining students of color (SoC), women, and nonbinary individuals in Science, Technology, Engineering, and Math (STEM). This study explores the impact of a residential bridge program on STEM persistence for these groups. Participants, who were all women or nonbinary individuals and were 56% SoC and 30% first-generation, consistently outperformed their peers who did not participate in the program. Overall, 82% of scholars graduated in four-years (compared to a 59% college average), with 74% earning STEM degrees. Of particular significance, 81% of SoC graduated with a STEM degree and the first-generation SoC median graduation rate was 100%. Faculty mentorship played a pivotal role in students' success, highlighting the importance of a committed and engaged team. This, together with a focus on building a sense of belonging through cohort interactions, peer assistants, and community engagement proved instrumental in supporting student retention. For an effective STEM summer bridge program, we recommend fostering faculty mentorship and creating sustainable program formats as balancing intensive learning and support mechanisms are vital for ensuring long-term student success and persistence in STEM disciplines. This study supports the transformative potential of a well-structured summer bridge program in enhancing the representation and success of historically marginalized individuals in STEM.
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Three studies considered 10 or more cohorts (Murphy et al., 2010; Oppenheimer et al., 2020; Walter & Wade, 2024).
“Notably, one study considered 6 cohorts of students (Evans, 2014) and three studies considered 10 or more cohorts (Murphy et al., 2010;Oppenheimer et al., 2020;Walter & Wade, 2024).”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Walter & Wade, 2024
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Cited by
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Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
- Authors
- Walter, H., & Wade, E.
- Affiliations
- Clark Atlanta University (US)
- Sonoma State University (US)
- Venue
- Journal of STEM Education: Innovations and Research
- Published
- 2024-07-09
- Volume
- 25
- Issue
- 2
- Pages
- 15-20
- ISSN
- 1557-5284 (ISSN-L)
- OpenAlex
- W4410424647
- Cited by
- 4
- References
- 0
- Citations by year
- 2026: 4
- FWCI
- 1.67
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of STEM Education Innovations and Research (publishedVersion)
- Funders
- National Science Foundation (1565160)
- Hellman Foundation
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- STEM persistence, summer bridge programs, residential programs, women in STEM, non-binary students, students of color, first-generation college students, faculty mentoring, sense of belonging, student retention, STEM degree attainment, historically marginalized students
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