UC San Diego

Diversity is critical for advancing innovation in science, technology, engineering, and mathematics (STEM) fields. However, a common contributor to the lack of diversity in the United States workforce is the low STEM retention rates in higher education. More specifically, a closer look at the retention rates shows that first-generation college students report higher dropout rates compared to their continuing-generation peers. This should raise concern since this student group is increasing substantially in the population at universities and is primarily composed of students of color who often have multiple intersecting identities that are often minoritized in STEM. Previous research has identified factors that have contributed to the inequities experienced by first-generation students; however, few have focused on identifying and leveraging the strengths and assets of these students to improve their experiences in STEM. To better support students with different intersectional identities in STEM, our project utilized a survey based on an asset-based framework called community cultural wealth to explore the forms of capital utilized by first-generation students. In addition, we examined different sources of capital through interactions with college-graduated siblings and high school best friends who have college-educated parents. The results revealed that first-generation students reported a higher measurement of multi-linguistic, resistance, and social capital than their continuing-generation peers. The findings of our study add to conversations about how institutions can leverage their students’ cultural wealth and identities to support a more inclusive classroom experience, thus cultivating a more equitable pipeline in STEM education and careers.