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Redefining mattering in STEM: an autoethnography examining ways to improve persistence in marginalized STEM communities through holistic support

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Redefining mattering in STEM: an autoethnography examining ways to improve persistence in marginalized STEM communities through holistic support

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Content Redefining Mattering in STEM: An Autoethnography Examining ways to improve persistence in
marginalized STEM communities through holistic support
by
Kristie Pham
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements for the Degree
Master of Education
(EDUCATIONAL COUNSELING)
May 2024
Copyright 2024 Kristie Pham

Acknowledgments
I will never stop thinking about what could have been if I had been a trailblazing woman
in STEM today; instead, life has led me to invaluable individuals who remind me that I can and
will make just as much of an impact on the world.
Firstly, thank you to my cohort for making classes bearable. An immature me would
dread getting to class when it is dark out, but you all made discussions, group assignments, and
lectures fun and enriching. I’ve never felt more like myself than when we had heart-to-hearts,
and these are times I will never forget.
Thank you to Dr. Banuelos for being so caring. Although I am not the biggest history fan,
you made learning fun, and I will never forget how comfortable you made me feel during my
first semester in this program.
Dr. Flores, I am so regretful that our time was so short. I appreciate you always noticing
my confused faces in class and reading my mind, knowing I needed you to explain the concept
two to ten more times. I question why or how you were so patient with me, given how much
class time I was wasting on one concept at times, but I hope my “aha” face made it all
worthwhile. I will be manifesting that I run into you again in the future one day, may it be at a
conference or a concert (maybe).
Last but not least, Dr. Ocampo, my thesis chair. I should not be this emotional right now,
but I am because you have shown me a kindness that is unmatched and unheard of. When I think
of you, I think of real selflessness, and you really do practice what you preach. I cherish every
single one of your interactions, from getting ramen together to me calling you up and
contemplating dropping out on a weekend. I don’t know if I’ve ever been this comfortable with
any faculty before, and it is something I am lucky to have that, not many others do. I know that
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literally no one else could have convinced me to do this other than you; thank you for being my
professor, therapist, and friend all in one.
Finally, I want to acknowledge all my loved ones from home. I definitely would not have
been where I am, let alone educated, without them. To my parents: No words can describe what
it is like to have all your love. At first, I resented being an only child, but as I grew older I realize
this was a blessing in disguise. Having all your love nurtured me to find the courage to follow
my dreams in a way that I hope pleases you both as well. I owe it all to your home-cooked meals
that you brought to my apartment and the phone calls that kept me going. You taught me how to
love in ways that I hope to share with future generations.
Nathan, you have been with me through three schools, three cars, and a whole lot more
hair colors. Truthfully, I don’t know how you still maintain your sanity after all the years of
being with me, but I am grateful you are still here in my life. In the times I do not feel like I
matter to anyone, you remind me of how much I mean to you, and that is a feeling I could only
hope everyone can experience at some point in their lives. Thank you for being the perfect
partner: a hype man, chef, duo, and more.
Lastly, I want and need to thank my younger self, for enduring all that she did. My
younger self hated being first-generation and going through the motions alone, but what she
endured contributes to my study today. She wanted to be silent, but I know her story needs to be
heard. In another alternate universe, she could have been a doctor or surgeon saving lives, but I
am confident now that because of her story being broadcasted, she may potentially save one
marginalized STEM student’s academic career.
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Table of Contents
Acknowledgments……………………………………………………………………………….. vi
List of Figures…………………………………………………………………………………....vii
Abstract…………………………………………………………………………………………. vii
Chapter One: Overview of the Study……………………………………………………………...1
Background of the Problem……………………………………………………………….2
Statement of the Problem………………………………………………………………… 3
Purpose of the Study………………………………………………………………………4
Significance of the Study………………………………………………………………….5
Definition of Key Terms…………………………………………………………………. 5
Organization of the Study…………………………………………………………………5
Chapter Two: Review of the Literature…………………………………………………………... 7
Defining STEM……………………………………………………………………………7
Challenges as a STEM Student……………………………………………………………8
Minorities in STEM……………………………………………………………………… 9
Intersectionality…………………………………………………………………………. 11
Current Support for STEM Programs……………………………………………………12
Marginality and Mattering……………………………………………………………….13
Chapter Three: Methodology…………………………………………………………………….18
Method…………………………………………………………………………………...18
Research Questions………………………………………………………………………20
Data Collection………………………………………………………………………….. 21
Data Analysis…………………………………………………………………………….22
Limitations……………………………………………………………………………….22
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Delimitations……………………………………………………………………………..23
Ethical Considerations…………………………………………………………………...23
Chapter Four: Results or Findings……………………………………………………………….25
Growing Up……………………………………………………………………………... 25
High School……………………………………………………………………………... 26
My First Year at a University In California……………………………………………...30
Community College……………………………………………………………………...34
The Syllabus and its Effect on Mattering………………………………………………. 35
After Transferring………………………………………………………………………..39
Conclusion……………………………………………………………………..……….. 40
Chapter Five: Analysis, Implications, Suggestions…………………………………………….. 43
Defining Sense of Mattering……………………………………………………………. 43
Counselor Interactions…………………………………………………………………...45
Contrasting Syllabi……………………………………………………………………… 48
Discussion and Recommendations……………………………………………………… 50
Chapter Six: Epilogue……………………………………………………………………………54
References………………………………………………………………………………………..56
v

List of Figures
Figure 1.1 Evaluation of Factors Determinant of Lack of Sense of Belonging………..………..26
Figure 1.2 Example School Schedule of a STEM Student …..……………..…………….……..30
Figure 1.3 Snippets of Syllabi from Various Institutions ………………….…..………………..36
Figure 1.4 STEM Class Grade Breakdown …………………………………………..…………37
vi

Abstract
Marginalized STEM populations, such as women, Black, Latinx, or intersecting identities,
continue to struggle with persisting in their majors. While many may believe this is due to the
rigorous nature of their majors, underlying studies show that they may also struggle with finding
their place on campus, which leads to dissociation and lack of sense of mattering. This
autoethnography aims to pinpoint different times in the author’s STEM career that may have
perpetuated an unhealthy learning environment for them, such as further marginalizing them.
Based on these lived experiences, the author will then provide recommendations to faculty,
counselors, and administrators to promote a sense of community and connection to the campus.
Keywords: marginality, mattering, STEM, lived experiences, autoethnography, syllabi,
community
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Chapter 1: Introduction
As an only child living in a predominantly Vietnamese-American community, I was very used to
the idea of perseverance. My parents both immigrated to the United States in hopes of creating a
future for themselves but they both were met with adversities, including language barriers and
traditional familial expectations. My mother initially wanted to pursue a medical career, but
given her maturity when she arrived in America, she prioritized starting a family first. Through
an arranged marriage with my father, I was born. Their unfulfilled hopes and dreams were passed
down to me. The only thing my parents knew was that working in healthcare would allow me to
help others while earning a livable income. This was their unfinished dream that they hoped to
see me achieve someday. However, the story went awry when I started my undergraduate
studies.
In college, I found myself pouring my heart out into my studies. Every passing and
failing grade reminded me that I was a product of my parents and needed to show success or
their sacrifices would have been for nothing. I tried my best to ignore the fact that many of my
peers didn’t look or dress like me, or that there was a total lack of resources for STEM students.
The climate at my college fostered a competitive environment, particularly in the STEM fields,
where only a select handful could be successful. Freshman students took introductory classes that
were meant to “weed out” students who didn’t do well, which evidently led students to take
immoral measures to beat others, such as refusing to create study groups or even blatantly
cheating. I experienced these malicious behaviors, which crumbled my self-worth and sense of
belonging at a campus that did not seem to want to support me. The quiet struggles that many
STEM students face needs to be addressed and higher education institutions must shift to be
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spaces that encourage students to succeed rather than places that systematically filter out students
to produce a privileged few successful individuals.
Looking back at my short-lived STEM career, I hated my identity as a first-generation
Vietnamese-American college student. Being an only child only added to the pressures to
succeed, which was the only reason why I did not rescind from the university sooner. I felt like I
was obligated to stay at the university in the major that I was in, despite my grades slowly
dropping. This, along with not knowing where to get academic support, a competitive academic
environment, and lacking a sense of belonging led to me dropping out of the major. I wish to go
further in-depth on the experiences I had as a misguided college student so that the readers and
the public understand the struggles STEM students have that go unnoticed. This research aims to
bring to light what students expect and need from higher education practitioners and the
necessity to not only address the dire retention rates of marginalized STEM students but also
supports students’ mental and holistic wellbeing.
Background of the Problem
According to the U.S. Department of Education, in 2020 only 52% of students who
started a STEM bachelor’s degree eventually earned it; these statistics are even lower for those
that identify from historically racially marginalized groups, such as Black and Hispanic students
(Santangelo, et al., 2022). This is no different for women in STEM, as they must face a plethora
of challenges as well, including but not limited to gender-related bias, sexual harassment, and
lower levels of self-efficacy (Freedman, et al., 2023). These factors contribute to the imposter
syndrome that many marginalized students in STEM feel; they are not welcome there because of
how they identify or how they look. Coupled with the fact that many STEM courses are
challenging and competitive with little room for error, many end up transferring out of the degree
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or dropping out. It is extremely inherent that marginalized STEM students face extraneous
barriers, and therefore more research should be done on how to improve the academic climate for
these students.
Research Questions
The research questions that shall guide this research study are:
- What do students from marginalized backgrounds identify as barriers to feeling like they
matter on their campus?
- What do STEM students perceive as institutional support that can be provided at different
stages in their STEM academic career that will support them holistically?
Statement of the Problem
STEM education environments are known to be brutal, primarily because of its
challenging curriculum. The subject matter is strenuous for all majors included in STEM because
of extra assignments and time that is needed to deeply understand the material (Jensen et al.,
2023). Furthermore, many STEM classes are taken in sequence, meaning students cannot move
on to the next course until they pass their current one. However, students from marginalized
backgrounds, namely women, students of color, or first-generation and/or low-income, have been
known to have more difficulty than their peers to persist in these majors. Based on my
experience as a former STEM student, these students do not feel like they belong in their chosen
field of study due to a lack of holistic support from counselors and faculty. Because they are not
seen for their efforts, these students tend to drop out of the major, despite having the drive and
potential to succeed. These students are vital to the diversity of the STEM workforce, hence the
need to research this issue.
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Purpose of the Study
This study seeks to explore the ways in which STEM education has generally perpetuated
marginality and instead move towards possibilities for nurturing mattering in the student
experience. While it may not be intentional, students are still expected to succeed despite feeling
small and insignificant. Conventional ways of thinking expect STEM students at the university to
be self-sufficient with little care for their other identities, such as first-generation, women,
low-income, or more. When counselors fail to acknowledge the different intersectionalities a
student has, it advertently causes the student to feel disconnected from both the counselor and the
campus. As such, counselors should be encouraged to be concerned not only for the student’s
academic well-being but also with how they feel as a student on campus, along with any
non-academic struggles that they may have in their personal life. STEM counselors should not be
expected in any way to solve problems in every dimension of a student’s life; rather, they should
do their due diligence to make the student feel like their successes and failures matter to someone
and that their presence on campus is valued. This research study will go into depth on just how
significant of a role counselors play in a STEM student’s persistence in their major and how
impactful their words can be. Prior studies have found that practitioners played a major role in
the persistence of first-generation, low-income, and students of color because they had a genuine
desire to invest time and energy on students (Salazar et al., 2022). However, limited studies exist
on the STEM student-practitioner relationship. Therefore, this study aims to fill the gaps in
knowledge regarding where counselors can improve on providing holistic support to
marginalized STEM students.
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Significance of the Study
STEM is a field of study meant not only to spearhead advancements in the United States
but also to provide opportunities for growth for all students from different backgrounds.
However, the underlying issues in terms of some students not feeling like they matter compared
to others pose a threat to the diversity of our future workforce (Jensen et al., 2023). Through this
research, I hope to not only enlighten college counselors, faculty, and students of the issues that
may not widely be known but also how to prevent these feelings of marginality from occurring
as well as solutions to empower these students now.
Definition of Key Terms
STEM: Acronym for “Science, Technology, Engineering, and Mathematics” (Hom & Dobrijevic,
2022)
Marginality: Feeling marginal or feelings of doubt whether one belongs in a new setting; may be
a personality type or a permanent condition, depending on where the individual is in life
(Schlossberg, 1989)
Mattering: “the feeling that others are dependent on us, are interested in us, are concerned with
our fate…” (Schlossberg, 1989)
Intersectionality: A term coined by Kimberle Crenshaw, it refers to how forms of inequality of
disadvantage compound and create obstacles that are not always understood by conventional
ways of thinking” (The Scottish Government, 2023)
Persistence: A student’s ability to continue on to the next term (Spear, 2020).
Reverse Transfer: A student who starts at a 4-year institution but transfers to a 2-year institution.
Credits can be applied from the 4-year to the 2-year as a means to earn an associate degree or
reapply to another 4-year (Blog, 2022).
5

Organization of the Study
This research study is divided into five chapters: chapter one is the Introduction, chapter
two is the literature review, chapter three is the Methods, chapter four is the presentation of data,
and chapter five is the discussion, recommendations, and implications. Chapter one includes a
brief overview of the researcher’s history as a prior STEM student to introduce the problem and
purpose of the study, research questions, the study’s research method, the theoretical framework
that guides the study, and terminology. The second chapter is a review of relevant literature that
is organized: defining STEM, challenges a STEM student may face, minorities in STEM and
how their marginalized status affects their academic performance and comfortability on campus,
intersectionality and its significance as an explanation to why minorities in STEM may struggle
more than other populations, and the theoretical that guides the research, marginality and
mattering. The third chapter details the methodology, autoethnography, used for this research
paper, and why the researcher chose it. Participants, data collection and analysis, limitations,
delimitations, and ethical considerations are also included to outline the parameters of the study.
Chapter four presents the data for the research. Chapter five restates the statement of purpose for
the research, analysis of the data and proposes future implications and recommendations based
on research findings.
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Chapter Two: Review of the Literature
This literature review is split into two subsections. The first shall define STEM, outline
the implications and challenges it brings, the curriculum format, as well as intersectionality and
its effect on marginalized students. The second will discuss the literature on the framework
guiding this study, marginality and mattering.
Defining STEM
Of all the majors offered at postsecondary institutions, STEM has become one of
students' leading study choices. According to a U.S. News article, “..few fields offer better job
prospects than science, technology, engineering, and math” (Claybourn, 2023). As defined,
STEM majors range from biology to engineering, physics, and more, each containing multiple
branches of study and career paths that students can choose (Claybourn, 2023). Furthermore,
with technology advancing daily, more in-demand jobs open up for students. (Claybourn, 2023)
STEM covers a broad field of studies; each is consistently evolving and advancing. Thus,
it opens an inviting array of job prospects that STEM students can choose from. The expanding
job market and increasing salaries make STEM a popular career path among students. The U.S.
Bureau of Labor Statistics projects the STEM field to grow eight percent by 2029 compared to
3.7 percent for all other occupations (Zilberman & Ice, 2021). This statistic is over twice as fast
as other occupations within the next decade. Because of this, STEM careers have grown to be
highly sought after.
However, job prospects are only one of many factors students consider when pursuing
STEM. Self-efficacy beliefs in math and a robust support system are also important factors that
students consider when pursuing such a rewarding field (Wang, 2013). Interest in STEM usually
starts with an interest or proficiency in mathematics, also known as self-efficacy. Academic
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self-efficacy refers to the student’s belief in their ability to complete academic tasks. Judgments
about one’s academic skills and whether they belong in STEM have contributed to a student’s
decision to pursue STEM. As stated in a study that identified self-efficacy beliefs among women
and historically marginalized ethnic groups, unless people perceive they can achieve, they will
not have much incentive to persevere when difficulties arise (MacPhee et al., 2013). While this
study focused on these specific populations, self-efficacy is an issue for many STEM students.
The transition from high school mathematics to college-level courses comes with not only a
heavier workload but also learning how to study independently with less instruction time.
Challenges as a STEM Student
The high-paying careers that STEM students can expect to obtain come with a rigorous
course load. The curriculum set forth for STEM students is designed to ensure that the
mathematical and scientific concepts they learn in the classroom are applied to real-life issues.
As a result, the coursework is extremely detail-oriented and uniform for those within each major.
On top of adjusting to college as a freshman, STEM students are tasked with enrolling in
difficult classes such as chemistry, mathematics, biology, and more, most with labs. Each of
these subjects is taken in sequence, meaning a student cannot progress to the next class unless
they passed the previous one. For example, as a first year Biology major, I took Chemistry for
three quarters consecutively; if I did not pass the prior Chemistry class, I would have to retake it
before moving on. This is a unique academic struggle that only STEM majors experience, with
many falling behind and having lower GPAs when forced to retake a class. In a study conducted
to determine what stresses engineering students the most, researchers found that high volumes of
assignments and the extra time required to understand the material were the top defining
stressors and what set engineering students’ workloads apart from the work that other
8

undergraduate disciplines have (Jensen et al., 2023). Other challenges associated with the
workload included not having the time to go to a counseling center or feeling burnout as they
took on roles outside the classroom, such as research or tutoring. While this study focused on
engineering, the results can be generalized to all of STEM, as each field requires classes in
sequences such as Chemistry and when students tend to do extracurriculars as well. Therefore,
this is an issue that impacts a great percentage of the student population at four-year universities;
they lack the support they need to overcome heavy workloads.
Persistence continues to be a significant issue for STEM students today, primarily
because of the series classes. Unlike other majors with a greater diversity in the classes students
take, STEM students need to take certain classes over and over at more advanced levels each
term. This issue is recognized worldwide, as many studies cite that more and more prospective
STEM majors switch out or entirely drop out of college. The most shocking factor that comes
out of this is that studies have found 10% of those who declared then left a STEM major had
scored at least a 31 on their ACT math score, and 32% left who had an ACT score of at least 28
(Bressoud, 2020). This goes to show that university college students showed potential for
success at the high school level; however, there is an underlying issue at the college level that
deters them from persisting in STEM.
Minorities in STEM
It is no unknown fact that minorities in college have unique struggles that may bar them
from reaching their full potential in their educational journey.
In November 2009, President Barack Obama implemented the “Educate to Innovate”
campaign to support students at every level interested in pursuing high-rewarding careers in
science, technology, engineering, and mathematics. One of the primary goals of this initiative is
9

to inspire a more diverse STEM pool by focusing on underrepresented populations in STEM,
including students of color and women (National Archives and Records Administration, 2009).
Yet, persistence is an even deeper-rooted problem amongst underrepresented minorities,
such as those racially marginalized or women in STEM. For example, despite making up 29% of
the U.S. population, Black and Latinx groups comprise only 9% and 7% of the overall STEM
workforce, respectively (Jehangir et al., 2022). The low percentages of underrepresented
populations illuminate the growing issue that the STEM workforce needs to be more diverse.
Lack of persistence causes this, and as educational practitioners, we need to start paying attention
to the students’ needs.
To examine the concerns underrepresented students have, researchers interviewed STEM
students studying at predominantly white institutions (PWI) on how their unique identities
impacted their experience in STEM. One student who identified as Black, low-income, and
immigrant shared that she felt a silent but constant pressure to prove her right to be at the
institution (Jehangir, et al., 2022). They recalled hearing their white peers saying “this program
could have had more Black people if they weren’t so lazy,” a comment that resonated with the
student and made her efforts feel unseen. Microaggressions are no strangers in the STEM field;
many individuals with the potential to succeed are likelier to give up, knowing their peers don’t
expect much from them. These studies show how campus culture can influence a STEM
student’s sense of mattering, ultimately affecting their persistence within their desired major. It is
an issue that contributes to the widening gap in the number of students who enroll in STEM and
those who graduate with a STEM bachelor’s.
Current studies mainly focus on historically marginalized students who start at the
community college level and transfer out to four-year universities. However, based on my
10

experiences, these issues also exist for the similar students who begin at the university.
Persistence is an issue, if not a bigger one, than those at community colleges. In that regard, I
intend to use my experiences as a catalyst to future research on how higher education
practitioners at the university level can improve a STEM student’s college experience, ultimately
improving persistence and retention.
Intersectionality
Intersectionality describes how an individual identifies with different social
categorizations, such as race, gender, socioeconomic status and how a combination of these
identities can cause certain disadvantages in society. Kimberle Crenshaw coined this term to
describe the oppression of African American women (The Scottish Government, 2023). In a
similar light, students in STEM who may also identify with underrepresented populations,
first-generation, or more may experience extraneous types of oppression that are unique to them.
In the context of higher education (HE), intersectionality lends an explanation to why
inequalities exist and how policy and practice should be improved. Intersectionality occurs in
many realms of HE, such as affirmative action in admissions, the invisibility of certain cultures
and genders, or microaggressions women of color experience. When certain inequities intersect
in a context, that context then constitutes the inequities itself. For example, for women of color
in STEM, their gender is racialized, while their race is gendered; they are not seen as
“scientists;” rather, their identity normalizes the white male’s narrative in science fields (Nichols
& Stahl, 2019).
To further explain the complexities of intersectionality within STEM, researchers
interviewed engineering students at a university in the midwest. Engineering, one of the
subcategories of STEM, is known to have a specific culture that may present as unwelcome to
11

many students of different backgrounds. While the field is comprised of high expectations and
success rates for students who graduate with a Bachelor’s degree, the culture creates an
exclusionary environment that makes women or students of color, for example, feel
underrepresented (Jensen et al., 2023). A study done at a public research university interviewed
students on what part of engineering culture caused stress and inadequate mental health. Even
though the research focused on these two themes, they found that varying social identity groups
were experiencing these hardships more than others. Women must receive high marks or
significant contributions to be seen as “real engineers,” while historically marginalized racial/
ethnic groups look to rewrite the dominant story of engineers being white, masculine, and
competitive (Jensen, et al., 2023). As such, students from historically marginalized groups
seemingly must do more while facing assaults on their value just to be recognized as being
worthy of pursuing and/or being in the STEM field.
Current Support for STEM Programs
Diversifying the STEM workforce is an extremely prominent issue with some solutions
already in place. In one particular study, all the researchers are part of the STEM education
community, and they shared one way they have supported Black students in STEM, who they
believe are not afforded the same opportunities to pursue their educational interests (Ortiz et al.,
2020). By interviewing Black STEM students, researchers found that identity formation
contributed to their persistence in their education. By helping these students understand and
recognize their unique STEM experiences, they were able to increase their own social capital,
defined as networking of people and the use of community resources (Ortiz et al., 2020). Sharing
these experiences with one another and their faculty created a community they could rely on.
Because these students found value in their studies in this form, they were more inclined to use
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their capital and succeed in gaining careers in STEM. Many other studies agree with the
significance of identity formation. Increasing diversity in STEM is easier said than done, as it
requires marginalized populations to become the representation that future STEM students want
to see (Martin-Hansen, 2018). Therefore, to allow students to become these mentors, they must
develop a strongly positive science identity as well as have a supporting educational
environment. The context in which students conduct their science learning plays heavily into
their perceptions of the STEM community and of themselves, which leads into their persistence
in the program (Martin-Hansen, 2018).
Theoretical Framework: Marginality and Mattering
The theoretical framework I chose to lead my research with is marginality and mattering,
framed by Nancy Schlossberg. I chose this theory as my story resonated with its concept. I felt
marginalized and that I did not matter at my institution. Both these concepts are fundamental to
understand, given that many students today may feel underrepresented in the large scale and
small scale institutional practices they experience.
Marginality
Marginality occurs when an individual feels alone or isolated, which can happen for
many reasons (Schlossberg, 1989). Many societal classifications divide people, such as age,
gender, race, and socioeconomic status. With so many physical differences, students are prone to
feeling left out on campus if they do not see others that they can identify and relate to. However,
every campus is diverse to some degree. No student population is homogeneous, yet a sense of
community exists to some degree. Marginality and mattering provides language to how students
of different identities and intersectionalities can find common ground and interact in harmony.
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Schlossberg (1989) asserts that transitions throughout life are the peak moments when
people feel marginal or do not matter. New roles, such as a first-time student in college or a
recent graduate entering the job market, will make students question if they are well equipped to
take on new responsibilities or if they matter to anyone (Schlossberg, 1989). These crises may
create a sense of marginality. While marginality may occur in different realms of a student’s life,
it often happens during their first year because they are learning to embrace a new role with
different responsibilities and expectations (Schlossberg, 1989). However, the most crucial aspect
of marginality is that many students experience it. No matter how they identify, students can
resonate with each other on what it feels like to be left out or not fit in. This commonality in
isolation allows students to bond and form a community on campus.
Mattering
Mattering refers to the feeling students experience when their efforts to persist are
acknowledged or when they find a place in their college where they belong (Schlossberg, 1989).
This may occur in affinity groups, with holistic counselors, or through interactions with peers or
faculty. Rosenberg identified four aspects of mattering as a way to measure it: attention,
importance, ego-extension, and dependence (Schlossberg, 1989). Attention is the most basic
form of mattering. The individual is able to command the interest and concern of others. When a
lonely student comes to class, they may expect the professor not to notice they are gone. This is
where attention can easily mitigate feelings of unimportance and affirm their presence in the
classroom is valued. Importance goes deeper than attention, such that a significant other is
genuinely interested in what an individual thinks, says, or does. A college student may be
bothered by a parent’s constant probing of their progress, but the concern indicates the parent’s
concern for the student. Ego-extension refers to the feeling that others will be just as proud or
14

saddened depending on our successes and failures. Even if knowing one’s failures may seem like
a burden to others, it also means that one matters to someone else. Lastly, dependence refers to
the feeling that others rely on the individual. Students may want to give up on their academic
journey at any moment, but when others are dependent on them, such as becoming a math tutor
for other students, they know that they matter to someone else.
In more ways than one, STEM students also experience marginality in many different
ways. As illustrated earlier with the study on engineering students, underrepresented students
constantly need to prove their place in the field, given that they do not fit in with the typical
demographic of engineering students (Jensen et al., 2023). These physical differences and
microaggressions cause students to feel as though no one cares for their academic pursuits and
that they do not belong in that major. For example, STEM students who identify as a minority
are at the highest risk of feeling isolated at their college; the new transition into being a college
student combined with the lack of community within STEM makes these students more likely to
drop out of their major or college entirely.
Mattering, on the other hand, is one of the most critical factors that can make a campus
feel more inclusive for STEM students. When students matter, they feel that others depend on
them, are interested in what they are pursuing, and are concerned with their fate (Schlossberg,
1989). If students feel they are not needed or wanted, they will not persist in their academic
efforts because they believe no one else believes in them. A study done at a predominantly white
institution (PWI) studied STEM students across varying demographics, including the majority of
STEM students who were White or Asian-American as well as those who identified as a
minority, such as African-American or Latinx students. This study also utilized Schlossberg’s
marginality and mattering as the theoretical framework; students were interviewed on how they
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viewed their interactions with higher education practitioners and if these relationships influenced
their feelings of marginality and/or mattering within STEM (Salazar, et al., 2022). The students
in the study cited their advisors as more than just course planners to earn a degree; advisors also
provided them with academic and professional development opportunities as well as
encouragement to persist in STEM despite its difficulties. These small gestures helped students
feel they mattered because someone was invested in their growth.
There is more to mattering than just supporting students academically. Unfortunately, not
all the students from the study found their advisors to be as welcoming; typically, these students
only came to the advisor for class registration as it was the only positive influence students
received from them. They cited negative interactions with their counselors, such as being told
they shouldn’t pursue a major if they can’t handle the work or that they were lying when they
expressed experiencing racial microaggressions on campus. To really make a student feel like
they matter, practitioners must also provide support holistically and ensure any concern,
academic or not, is heard. One student from the study cited how her advisor knew her inside out,
and not just as a student. “... They know the other barriers... your background, your family
situations, or your financial situations. They get all of that… they see the whole of me” (Jensen
et al., 2023). Through the counselor’s efforts to see the student from not only an academic but
also emotional and physical well-being standpoint, the student felt validated for their efforts
despite the hardships they were experiencing.
Marginality and mattering will be utilized as the theoretical framework for this study
because it encompasses a factor of STEM culture that is not talked about enough. The idea that
students are expected to succeed against all odds with minimal support, when in reality they
should be encouraged to ask for help when needed.
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Conclusion
The previously discussed existing literature expands well on the inequalities that
marginalized STEM students face, whether if their peers or teachers were the perpetrators.
However, counselors can and should step in as a preventative measure to give assurance to these
students that their contributions and presence on campus matter. The challenges they face do not
have to be faced alone; this research paper aims to not only shed light on the realities of the
competitive STEM environment but also provide solutions to this salient issue.
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Chapter Three: Methodology
This study aims to explore STEM education and its implications on a student’s sense of
mattering. As highlighted in the literature review, STEM education unintentionally encompasses
a toxic competitive environment that may leave students of certain identities feeling isolated or
unmotivated. These challenges pushed me to forge a more accessible path for future STEM
students utilizing my own lived experiences as a guide to center the issue. As such, this chapter
will expand on the methodology of autoethnography that guides this study. An autoethnography
is a process of examining, exploring, and reflecting on an individual’s personal experiences from
distinctive perspectives (Bi, 2023). Therefore, the first section of this chapter will discuss my
reasoning for utilizing an autoethnography for this study. Following sections will discuss the
means for data collection, the process for data analysis, and other elements that round out this
reflective study.
Method
Since high school, I was intent on becoming a pharmacist and did everything possible to
prepare myself for the long journey ahead. I learned to self-teach STEM courses starting in my
junior year of high school when the teacher’s instructions were insufficient for me to understand
the concepts. These self-efficacy habits led me to believe I could succeed in a four-year setting;
however, this study will show that was not the case. Thus, I chose autoethnography as a way to
explore the misconception that STEM students do not struggle as well as that these struggles are
not just academic. Societal, cultural, and emotional factors interact to create my identity as a
STEM student and what I could have envisioned my future. Despite eventually not fulfilling any
STEM career, I appreciate the experiences I have had as a way to amplify what current STEM
students may be going through.
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Autoethnographies combine the best parts of storytelling and ethnographies; by drawing
upon multiple research methods, including narrative research, autobiography, ethnography, and
arts-based research, a personal story can be utilized as a precedent for future research (Cooper &
Lilyea, 2022). I chose this method to reflect on my experiences with different lenses and
perspectives to elaborate on my STEM experience. In this study, I would like to elaborate on the
competitive environment and lack of sense of mattering that I experienced at a university in
California. Given that the research topic explores marginality and mattering within STEM
communities, the different experiences I will touch upon will include high school, university, and
community college, as they all compare and contrast. It was not until recently that I recognized
how being a reverse transfer was a blessing in disguise; each institution had its own support
system for their STEM students, and I witnessed the best and worst of each. Hence, my personal
recollection will be the main database for this study. I struggled silently in my Biology major,
with only a few significant others who were willing to hear about my struggles but could not do
much to help me effectively. Through this self-reflection, I would like to send a message to any
STEM student who feels marginalized and silenced that what they are experiencing is valid.
Being a trailblazer in a highly competitive field is not easy, but the barriers facing them are
breakable. Furthermore, I would like to highlight the lack of empathy some higher education
practitioners may unknowingly incorporate in their conversations with students. I know that the
stigma that STEM students are supposedly the brightest and most hard-working students exists.
Still, it does not imply they are not struggling academically, socially, or mentally. I hope to
enlighten readers on these points as a grain of salt when interacting with STEM students,
especially those that are marginalized in any way.
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Research Question
The questions below reflect the study’s objective and what my autoethnography will explore and
seek to answer:
- What do students from marginalized backgrounds identify as barriers to feeling like they
matter on their campus?
- What do STEM students perceive as institutional support that can be provided at different
stages in their STEM academic career that will support them holistically?
Participants
I am the main character of the experiences meant for data collection and evaluation. However, I
will mention other characters contributing to my development as a more aware college student.
My mother, who is still active in my life, will be mentioned often for the purpose of answering
the research questions. This autoethnography will explore my relationships with three different
school counselors: high school, community college, and the university. While they all represent
the same school counselor- student relationship, each treated me very differently. These
participants have since been inactive in my life, but have had lasting impressions on me as a
person today.
I start with highlighting my experience with my high school counselor as they were my
first impression on what school counselors do for students. They represent the origin of my
disdain for college counseling and an integral part of my development as a STEM student. Next
will be my counselor from a university in California, my first college counselor. Lastly, my
community college counselor, who made the most extended lasting impression on me. They are
just as important as the prior two counselors on my academic journey, if not the most impactful
of all. With all these different relationships, this paper aims to compare and contrast the
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treatment received by each and how schools, no matter what level, should be more receptive to
historically marginalized STEM students, given that they are experiencing all the transitions as a
first-year student on top of their heavy workload.
I would like to note that given that autoethnography is a narrative form of research, the
data points will be focusing primarily on the self-experiences of the researcher rather than
perspectives of other participants (Edwards, 2021). However, this does imply the need of other
characters to build a narrative for what the researcher experiences. However, I, the researcher,
understand it may not be possible to gain consent from the participants in my studies. As such, I
respect their privacy and will do all that I can to maintain complete anonymity and retell
situations and experiences as they happened without bias (Edwards, 2021).
Data Collection
The primary source for this research paper will be my personal experiences. Data
collection will include transcripts, syllabi, class schedules, and reflection on the maladaptive
studying and coping behaviors I picked up during my time as a first-generation and marginalized
STEM student. I will also include syllabi from my undergraduate year to demonstrate the
competitive environment I experienced; it also serves as an example of how college professors
may unknowingly create a hostile learning environment for their students. An additional internal
data source is a personal narrative on my understanding of why I wanted to pursue STEM and
what I perceived to be difficult for me as a woman of color in this field. Lastly, my graduate
internships and the support I have witnessed STEM students experiencing will serve as an
additional external data source.
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Data Analysis
The data analysis of this study entails a narrative inquiry and analysis in chronological
order. Given that autoethnography is a form of narrative research, the unfolding story will be
grounded on the “told” and the “telling,” as they both create meaning and purpose (Cooper &
Lilyea, 2022). Specific fundamental interactions with counselors and students played a crucial
role in the analysis of my development as a STEM student. These anecdotes encompass major
data points, including historical, cultural, and emotional contexts. Since I am both the main
character and researcher, I have a uniquely deep understanding and connection to the data; this
allows me to examine each relationship intricately (Cooper & Lilyea, 2022). Throughout the data
analysis process, I will pinpoint instances where I felt marginalized in contrast to the times I felt
like I mattered. These events will be analyzed in detail with what caused these feelings and my
response to them.
Limitations
Many limitations are present in this study, the first being that there are many unidentified
characters in this paper. Because I cannot reach out to them to request consent, they must remain
anonymous to protect their identity, which may affect how comprehensive my narrative may be.
The second limitation is how accurate my perceptions are in regard to the narrative. Most of the
data used in this autoethnography comes from internal sources that cannot be confirmed or
manipulated regarding its authenticity or credibility. Furthermore, because these narratives are
solely from my perspective, there is an implied bias when establishing causal effects between the
stigma within STEM communities and a sense of mattering. These are all assumptions rather
than confirmed conclusions since they are based on my apprehensions. Lastly, as the central
character of this paper, my experiences cannot be generalized to the entire STEM student
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population, as some may not experience the same feelings of burnout and loneliness as I did. My
experiences are unique to me but this study seeks to explore the general environment that STEM
students may similarly experience. Lastly, undefined variables may have affected my sense of
mattering; the exclusion of these variables results from my unintentional awareness.
Delimitations
Autoethnographies are meant to explore multiple facets of one’s examination of herself;
in this study, I aim to understand the cause and effects of feeling marginalized and alone during
my time as a STEM student. Given that the study is entirely based on my experiences, I am able
to collect and manipulate the data utilized, by defining each participant’s role in my
development. Given that a majority of the participants in my study are inactive, I can alter their
roles and behaviors. The data I self-collected allows me to verify and support my self-perception,
unlike outside data from questionnaires that I am unable to control or select. The data includes
recollections and transcripts from 2017 to 2018. As the researcher, the variables that caused my
inability to feel like I mattered on my campus are already determined, rather than deduced from
observing others or from analyzing data collected from outside sources.
Ethical Considerations
Just like any other type of study, the researcher of an autoethnographic project must
ensure they are aware of potential risks related to their own participation (Guidelines For
Conducting Autoethnography Research, 2017). As such, I am responsible for setting my own
boundaries in terms of self-disclosure and self-revelation. I am also aware of the potential
consequences that may come with self-disclosure.
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Conclusion
By choosing autoethnography as my research method, I am not only showcasing a unique
perspective on mattering but also giving myself the voice I did not have as a first-generation
student. As I reminisce on my brief but significant journey as a STEM student, I hope to
enlighten higher education practitioners on the silent struggles their students may have with
mattering on campus but also how to mitigate these challenges.
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Chapter 4: Findings
I identified as a first-generation, low-income, only-child, Vietnamese-American woman
in the STEM field. I wanted to make my immigrant parents proud of the resilient and
hardworking child they raised. However, the counselors and faculty that I encountered saw and
treated me like any other student rather than supporting me because of the “inequalities” I was
born with. My research and storytelling aim to make a statement about how interactions, big or
small, verbal or implied, can make a lasting impression on marginalized STEM students on how
they perceive the campus and how they view themselves as a student.
As this research is grounded in an autoethnographic approach, I will utilize a narrative
reflection to supply the data points for this study. These points will appear through a storytelling
lens, with each point building upon the prior. The data is organized chronologically, starting with
my early upbringing in terms of math self-efficacy and belonging and ending with my experience
graduating from college.
Growing Up
From an early age, my parents instilled in me a sense of defying academic boundaries.
For example, in my elementary school library, books were labeled by grade, coding if they were
“readable” by that grade. My parents thought this concept was strange and limiting, so they
pushed me to read at a fourth or fifth-grade level by the time I was in second grade. While I
pushed back on my parents a bit for having me read at a higher level than expected, I eventually
came to learn how advantageous it is to be ahead of the curve.
When I was one of the few sixth graders who were selected to skip pre-algebra, my
parents really celebrated this. Usually, every sixth grader was placed into pre-algebra out of
elementary school, but some, given their performance, went straight into algebra. Thus, I was
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able to skip one year of math. Despite how conventional this standard of education was, I was
just happy that I beat the expectations again. I was an extremely prideful math student during
middle school because it felt good to be great at something, a feeling I was not always used to.
I started associating math with my sense of worth and belonging. Even though I was
always in a math class with students older than me, it never bothered me because I felt equal to
them and ahead of my own peers. Naturally, I derived acceptance and a sense of mattering from
being in the math classroom; other students asked me for help, and the teachers showed more
interest in my progress and probing questions. I realized where I belonged and what I was good
at at a young age.
High School
Transitioning to high school was relatively smooth because almost all of my peers
identified with the same ethnicity as me. Although this may sound like a unique upbringing to
others, I was extremely used to it, given that the city I grew up in was just as homogeneous. This
helped me overcome my introverted personality, as I was naturally drawn to individuals of
similar cultures or upbringings. I was one of many Asian American students who had the same
parents and the same American Dream. Because of this commonality, my peers and I shared a
strong bond; specific issues that may be concerning at other high schools, such as bullying or
harassment, were extremely rare at my school. Life went by smoothly from freshman year to
junior year, when I did not have to think about my future. During senior year, I started to feel
small, a feeling I was not acclimated to. Before I dive into the factors that led to the decline in
my sense of belonging, figure 1.1 will illustrate each factor and the percentage of impactfulness
to these feelings. These percentages are based on my introspective reflection. They are meant as
a more straightforward visualization of what contributed to my lack of belonging in high school,
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specifically in my final year. For further context, “counselors” refer to all my interactions with
my high counselor, discussing the next term’s course and where to attend college. “Mind over
Matter” mentality refers to what I defined as the mentality that my parents instilled in me. They
believed mental health pains were temporary and that as long as I earned good grades, I would
eventually be happy again. My peers refer to my classmates who experienced the same struggles
as me. Lastly, the Senior Celebration is an event I will later analyze as a minor determinant of
belonging at my high school.
Evaluation of Factors Determinant of Lack of Sense of Belonging
High school started my love for mathematics, physics, and more. I was fortunate to live
in a well-served district prepared to push its students to success. My peers encouraged healthy
academic competition, and I was blessed to be surrounded by like-minded individuals who
valued and admired hard work and wisdom. This competitive environment was not toxic in any
way; in fact, it motivated me to work harder and prepare myself for a healthy college career. I
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took ten AP (Advanced Placement) classes and earned college credit for eight of those courses.
Scoring a 5 and 4 on the Calculus AB and BC exams eliminated the Math requirement for me in
college. The exceptional faculty helped me explore research as a potential career. This, coupled
with a near-perfect score on the Math portion of the SAT pushed me to realize STEM as a viable
field I could pursue. As most of my peers were inspired to pursue STEM in their future college
careers, so was I.
The math self-efficacy beliefs were a factor in my sense of belonging. My high school
was known for placing a significant emphasis on academic success, and it is reflected in its
statistics, such as high rates of AP classes attended per student, the average GPA constantly
being higher than 4.0, and stellar college acceptances. My love for math gave me the self-esteem
that I was on par with my peers. I felt like I belonged with the other students who also enjoyed
math, which was a significant community. I was also able to create a strong bond with my
Calculus teachers, visiting their office hours often to talk about the problematic assignments but
also simply about life at times. I shared how pressured I felt to meet my parents’ expectations but
pursue my passions. My relationship with them superseded the classroom, solidifying my “home
away from home” feeling.
On the other hand, my interactions with my high school counselor were the complete
opposite of my teachers. By last name, I was assigned to a counselor with a reputation for being
a big pusher for success; they valued students who earned high marks and were accepted into the
most prestigious schools. While I also strived for these achievements for myself, I dreaded the
two to three times I had to meet with them. The last conversation I recall with them was when I
told them which colleges I had been accepted to. At the time, schools were usually ranked on a
prestigious level based on their acceptance rate; the lower the acceptance rate, the “better” the
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school was. I had a couple of options in mind, and while my parents were hesitant to send me to
a university straight out of high school for financial reasons, this counselor did not let me explain
the situation. Because this meeting was about ten to fifteen minutes long, I did not have enough
time to express my circumstances; they simply heard the “best” university name I said and
advised me to submit my statement of intent to register as soon as possible, as it was a “good
Biology school.” The best way I could describe how I felt after this meeting was off; on the one
hand, I viewed counselors as my guidance, given my parents did not know enough to know what
to do, but on the other hand, I did not feel respected by them. The way the counselor spoke to me
made me feel like I was wasting their time, as if I should have known just to attend the best
college and that community college should have automatically been out of the picture. It did not
help that my friends agreed with the counselor's words, as they would do the same.
I say my counselor contributed to the belief that mattering was insignificant to a student’s
success because the only thing they praised were the students who had high marks or showed the
most potential for future success. For example, all the academic counselors hosted an
end-of-the-year celebration for students who committed to a four-year university, whether to a
University of California, California State University, or a private institution. Any student who
did not plan to attend any of these schools was not invited to skip class and attend, even if they
received acceptance letters. With my immature mindset and desire to matter, one of the reasons I
committed to a four-year institution was to be invited to the event and be socially respected by
my peers. A few of my friends, who decided to commit to community college instead for
personal reasons, lied about committing to a university to be accepted.
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My First Year at a University In California
My discussion of my first years at the University will be divided into two sections. One
will expand on my lack of belonging on campus. The second will describe how these difficulties
acclimating on campus, coupled with being a STEM major, contributed to my decision to leave
the university. As the first in my family to attend college, I was eager to pave my path at my
university. Although hesitant to finally leave home, I was ready to be on my own. I entered my
university with a very open mind that although it was an unfamiliar place, I would still learn to
thrive.
My first day of class was one of the initial moments I realized I was in the minority.
Coming from a homogeneous high school, it was much easier to point out the differences than
similarities than what I was used to back home. Many students in my classes seemed to come
from higher socioeconomic status, given how they dressed and carried themselves. I also did not
see many other females in my class, and in the rare instances I did, they were not Asian. I tried to
ignore all of this since I was raised to ignore mental turmoil, and I dove into my studies as a way
to cope. Given how far the university is from my hometown, I could not visit my parents as often
for support; although I was learning to be on my own, I also did not belong anywhere on campus.
As a Biology major, I was made aware of how strenuous the workload would be, but it
did not hinder me from wanting to pursue the goals I had set for myself. Pharmacy intrigued me
as a career path, given that many members of my extended family were pharmacists and had an
outstanding work-life balance, which was essential for me post-graduation. Therefore, I did my
best to persevere in my major despite the extremely difficult Chemistry and Physics courses I
had. Because I did not have anyone to rely on, I had to constantly remind myself of my goals and
my stellar performance in high school in these subjects to keep me going.
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Figure 1.2 illustrates the sample class schedule I had as a Biology major in my first year.
While I was fortunate enough not to have to take a Mathematics course in college, my schedule
was always extremely packed, even with the gaps that are visible here. Because I was unable to
grasp the concepts in Chemistry, I spent much more time going over notes or redoing problems
than the average student. When these concepts did not click, I reverted to rote learning to get by.
Furthermore, lab reports would take upwards of one to three hours for me to complete, especially
since I sometimes did not understand the material or achieve the expected results. These lab
reports included an introduction, procedure, calculations, and conclusion; lab reports were also
sometimes required to be typed up on a Word document and submitted as well.
A specific instance I remember was in my Microeconomics class when the professor had
clicker questions at the end as a knowledge check. For reference, each student was required to
purchase a clicker, which was a small remote-like device with only four buttons on it: A, B, C,
and D. This clicker would be linked to each student’s ID and utilized in various classes for
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surveys or post-class questions, as the professor saw fit. Sometimes, it would count as
attendance, and sometimes, the correct answer mattered for credit. For this class, a correct
answer was required for credit, and students would not know whether they answered it correctly,
as the professor held back from revealing the correct answer.
In many cases, students would collaborate or ask each other what they put, and this one
was no different. One day, I overheard and saw a conversation happen in front of me where one
student simply did not know the answer and asked the person next to them what they put. To my
bewilderment, the person told that initial student a different answer than what they had chosen,
and I know this because I saw them press a different button after the student had turned away. In
essence, the student had purposefully sabotaged the other by providing an incorrect answer as a
means to gain a few extra points, even though there were hundreds of other students in the class
that they would also have to beat.
In my winter quarter, I enrolled in a one-unit tutoring session for Chemistry since I was
struggling heavily. However, when I expressed to my tutor the difficulties I was experiencing
with time management and lack of motivation, they simply agreed with me, saying, “It doesn’t
get better, but you’ll be okay eventually.” This “STEM talk” persevered with my interactions
with faculty, lab partners, and more, who normalized the grind. I received the same response
when talking about my struggles from other peers and my counselor, so despite realizing that the
grind is regular, my expression of it was not. Even though it seemed like many students were
experiencing the same difficulties, there was no safe space on campus to talk freely about the
struggles that I and many others faced.
As mentioned earlier, the toxic environment was also strengthened by my counselor, an
individual who I believed would help me to adjust to college life and validate the struggles I was
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experiencing. I was hesitant to visit them at first because of my suspicions of what a counselor
does, based on my high school experiences, but I honestly had no idea what classes I needed to
take, so I felt forced to see them. While our interactions were not harmful per se, they felt very
transactional. I was giving up my study time to see a counselor, who, in return, would provide
me with the information I needed. I saw my counselor as needed, so that was once a quarter.
During my final meeting with them at the beginning of the Spring quarter, I realized that our
relationship differed significantly from my high school counselor. During this time, I was
struggling with Chemistry, and the concepts simply did not make sense. I tried to express that I
was unsure what I could do, given how hard my classes were quickly getting, and that I did not
feel acclimated to the campus. The response I received was shocking, although looking back, I
should not have been shocked. The counselor proceeded to give me options, them being either I
could continue and fail or switch majors to avoid academic probation, which was indeed in my
future. They tried to assure me that I was not the first student to have these doubts and that all
STEM students experience this at some point in their academic careers. Similar to my tutor and
other peers, the counselor also agreed with the grind culture and how it was “normal.”
These anecdotes serve to illustrate the competitiveness at the university level. Despite
coming from a similarly competitive environment in my high school, it was much more
aggressive here, and I knew it truly mattered if I wanted to earn a degree. There was very little
collaboration besides what was necessary, and students viewed their peers as opponents more
than future coworkers. The lack of encouragement from tutors and a deep concern for my
academic well-being convinced me to consider a different field of study, which I did in my time
away from the university. The things I witnessed in the classroom shaped my perspective on
what it would mean to work in STEM; as such, I made the big decision to withdraw from the
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university. These doubts challenged my persistent mindset, and it was taking a toll on my mental
health.
Community College
Having just dropped out of the university, I was unsure of what to do academically, but I
knew I had to decide very quickly if I still wanted to earn a Bachelor’s degree within four years.
At this point, my parents were more disheartened in my academic journey than ever, so I knew I
had a more significant challenge ahead of me to prove them wrong.
I had taken a summer class at my local community college, so I knew that the counselors
here would at least help me decide what to take so I was not wasting anymore time. However, I
was taken aback when I saw that the general counselor was also Asian-American. My surprise
did not end there; as I explained my situation and my goals, the counselor listened to me and
answered with suggestions or follow-up questions accordingly. What stood out to me, and what I
remember to this day, was when they asked me about my life outside of school, such as what
support systems I had, my relationship with my family, or if I worked. At the time, I did not
understand the reasoning behind these questions, but I know that it made me feel seen.
Another significant data point to highlight was that the education plan the counselor
created was in collaboration with my goals. Unlike counselors I had seen in the past, this one
explained how degree attainment works, showing me IGETC and the difference between General
Education courses and Major courses, a simple concept that I had never learned about otherwise.
This meeting helped me to understand college much more than I did before, and I was able to
track my degree process independently moving forward.
Throughout my short time at the community college, I met with the same counselor a
couple more times to update my education plan and to do some career exploration. Through
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these meetings, I decided I wanted to pursue a similar career in higher education because I
wanted to have a similar impact on students as this counselor did. Even when I did not ask, the
counselor shared their academic journey with me, detailing how it was almost exactly like mine;
being unable to find their place on campus led them to withdraw and start anew. I started to draw
unfathomable connections, and it helped me to recognize my academic goals much more quickly.
The campus itself was the smallest I had been to, so it also meant the classroom sizes
were smaller. I had expected the students to be of different backgrounds and ages, but I was
surprised by how easy it was to have meaningful discussions in the classroom with these unique
individuals. Although I still did not see as many people who looked like me on campus, I still felt
comfortable being on campus. What was meant to be a reassurance made me even more upset. I
started to envision my future as a STEM student and how my thoughts now are black and white
compared to my high school self. Suddenly, I had no desire to be a woman of color in STEM, nor
did I want to be stuck with a counselor who brought me down when they should have been
uplifting me.
The Syllabus and its Effect on Mattering
One of the more unexpected contributors to my university experience was the syllabi.
The syllabus is an informative document that contains the course outline, grade distribution, and
more to ensure students pass the class. Instructors often include information about office hours or
study tips/ resources on campus that students may use if they are struggling in the class. Despite
helping ensure students understood what was expected of them, the syllabi contributed to the
segregation and marginalization that I felt as a first-year student.
Figure 1.3 represents snippets of many syllabi that I received during my undergraduate
career. Section (a) presents a portion of the syllabus from my first Chemistry class, detailing how
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grades will be determined. This information was presented almost immediately, without any
mention of the school’s mission statement or welcoming notes from the professor. It followed the
title of the class and a little header of the professor’s contact information. Following this
information was the exam and quiz schedule with what topics will be covered for each week. In
terms of resources, there was very little mention of any that were available on campus that
students may be interested in if they are struggling in the course. Instead, section (b) displays tips
to study provided by the professor. An important thing to note is that there are not many
suggestions to begin with, and a majority of the study tips were direct commands. In the “Get
help early” section, office hours were mentioned, but there is no encouragement to utilize these
resources. Lastly, the quote “Keep up” implies that the professor is expecting some students to
fall behind.
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37

Another data point to examine from this syllabus was the grading scale. Written in
straightforward terminology, the professor does not offer make-up exams for any excuse. Instead,
they offer to replace the lowest quiz score with clicker points or the lowest exam score with the
same percentage as the final exam. Figure 1.4 serves as an illustration to break down the class as
percentages, showing how the grade relies heavily on the exams (two exams total) and the final.
While beneficial, these replacement standards do not give students much room to fail at any
point in the school term.
Pivoting to community college, section (c) is a small section of the syllabus I received.
Compared to the Chemisty syllabus that only provided five study tips, this one provided 13 tips.
Of these tips, they include the same tips from Chemistry one but with more encouraging
language. For example, both mention attending every lecture, but section (c) mentions how
attendance is the best predictor of success and how missing announcements/ daily reviews can be
crucial to understanding the material. The wording of the second syllabus also differs drastically.
As mentioned before, section (b) has points that sound more commanding, such as “get help
early.” On the other hand, the second syllabus encourages students to recognize if they need help
and to see the professor as early as possible. The second section titled “What You Can Expect
38

From Me” details what the professor can provide for the students, which is a very unique section
that I did not have prior. Each sentence in this section starts with “I will,” implying these are the
things the professor will do to aid the class with succeeding. Many points are said positively,
such as point five, where they state they prefer talking with the class compared to at the class.
Point 12 is, again, very encouraging with office hours by saying they are happy to talk to any
student about anything. In summation, these are two very differing syllabi with different
connotations, which I immediately detected when going through them on my first days of class.
Lastly, I provided a snippet in section (d) from a syllabus during my last year of college,
which was completely online, due to the COVID pandemic. I was very surprised by the way this
syllabus was written for so many reasons, starting with the font color the professor chose.
Although the entire syllabus was not purple, this specific section was, which drew me to it. The
way it was typed also was informal with the verbiage and emoticons. Besides the text, the
professor’s note was very positive and considerate of the changing times, as students were now
learning in isolated environments. Although the message was succinct, it carried a positive
meaning and showed the intentions that the professor had for the students to learn as best as
possible, given the circumstances.
After Transferring
My transition to my following undergraduate university was smooth and one of the
happiest moments of my life. I was so relieved that I was still on track to earn my Bachelor’s
degree, let alone at my dream school. Being on the new campus gave me a new sense of self,
even if I was at a new institution for a third time. I will never forget the first time I was in class,
and although I knew no one, I was still excited to be there. The campus was just as diverse as the
previous ones I attended, but being in the right headspace helped me to adjust well. With my
39

positive mindset, I was able to make friends easily in my classes who were willing to collaborate
and study together, which was something I did not expect. Unfortunately, my time was cut short
by the pandemic, so most of my learning was spent online. Luckily, I spoke to a counselor just
before everything moved to Zoom, and this one interaction was more positive than expected. I
came in wondering if it was possible to retake a Chemistry class here so I could replace the failed
grade from my last term at the first university. Although I was disappointed to hear that it would
not be worth the effort to go through the petition, enrollment, and substitution process, that
counselor assured me that my GPA was still competitive and that I could still graduate. This
advice was received much more warmly, and I will reminisce on what my relationship with the
counselor could have been without the interference of the COVID-19 pandemic.
Conclusion
Over time, my identity as a student and STEM major fluctuated across different
institutions based on my experiences and specific interactions that left an impression on me. In
these moments, I find a commonality that many other marginalized STEM students may relate
to, which is the struggle to fit in while also maintaining a high GPA, building a strong resume
with internships, and balancing a social life. As I reminisce on what transpired over the years and
what could have been, I deduced on the things that could have been done better by my educators
to better my sense of identity and mattering as a STEM student.
My high school experience set the baseline for what a STEM student meant to me. Even
though the coursework was rigorous from the start, I saw a rewarding future in it as a medical
field worker. My peers and faculty strengthened my sense of mattering by validating my efforts
in learning and showing interest in my career aspirations, especially at such an early age. My
sense of identity started to go sideways during my one-on-one meetings with my counselor in my
40

final year of high school, where I was never given a chance to speak about my concerns about
deciding where to go for college. The end-of-year celebration made me anxious about how my
friends and teachers would perceive me and inadvertently played a role in my decision-making.
College was an opportunity for a fresh start, but I was met with an even more competitive
STEM environment in which I simply did not feel welcome. Even if I held onto my STEM
identity firmly, I still felt marginalized as a low-income Vietnamese-American woman. Help in
any of my coursework was seldom found, and as my grades dropped, so did my sense of
mattering, given that much of my own identity was built on academic success. As a result, I
stopped wanting to identify as a STEM major and decided to withdraw. My exit was bittersweet
in that I felt free from the expectations that I held for myself, but I was also lost again.
Community college was a big wake-up call for me to figure things out and to find a new
passion. I felt humbled, coming from being a top student in high school to a dropout, and with
this change in attitude, I met with a counselor. They spoke to me with a softer tone that I was not
used to, which pleasantly surprised me. We shared the same ethnic background and upbringing,
with having many expectations and standards to live up to, a feeling I had forgotten since high
school. They related to the stereotype of becoming a lawyer or doctor but being seen as a failure
pursuing education, and even though both our experiences are unfortunate, it helped me to be a
bit more secure in this new path I wanted to take. Because I was not shown much empathy
before, I felt much more comfortable at this campus, and it felt nice to have someone care about
my goals and what I wanted to do. My time at this campus only lasted one year, but it was the
most I felt I mattered as a college student.
In summary, my sense of mattering as a marginalized STEM student was not a linear
experience; in fact, there were many moving parts to it that influenced each other. From
41

counselor interactions, conversations with my peers, and presentation of syllabi, I was slowly
understanding my place on campus, and in the end, I decided I did not matter. My contributions
were constantly overlooked, creating a sense of hostility I did not want to be a part of. However,
these interactions prove that mattering is not an inert state and can be positively influenced by
counselors and faculty.
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Chapter 5: Analysis, Implications, and Suggestions
My sense of mattering as a marginalized STEM student fluctuated across the three
institutions discussed in Chapter four. I never had a strong understanding of the word mattering,
nor did I realize how important it was for me, and any other student, to be successful in any field
of study. My lack of persistence as a marginalized STEM student can be categorized into three
different themes: an unstable sense of mattering, negative counselor interactions, and the
syllabus. In this chapter, I will elaborate on these themes concerning the theoretical framework
that guides this study, which will in turn provide some answers the research questions. The
following section will also provide recommendations to counteract my negative experiences that
other students may relate to.
Research Questions
Guiding this study were the following research questions:
- What do students from marginalized backgrounds identify as barriers to feeling like they
matter on their campus?
- What do STEM students perceive as institutional support that can be provided at different
stages in their STEM academic career that will support them holistically?
Defining Sense of Mattering
My community was almost entirely Vietnamese-American, creating a sense of mattering
based solely on how homogenous my environment was. I could not discern many differences
between myself and the student beside me, making me feel at home. We all valued the
importance of academic success, taking many Advanced Placement tests and applying to top-tier
universities. However, this changed when I entered the university. Because I was so used to
having the same identity as my peers, I was almost culturally shocked to see different races and
43

cultures other than my own at the university. This affected my sense of mattering because I
questioned if I had to do the same things to be a part of this campus. It was easier to spot
differences than similarities, especially in my STEM classes. Unlike my high school math
courses, the demographic was mainly White, including the professor and teacher assistants. Not
seeing many students from underrepresented ethnic backgrounds made me doubt if I belonged as
well.
Furthermore, the competitiveness was highly toxic. I knew of many students who used
unorthodox methods to study to get an advantage, and some even went as far as to sabotage other
students in class. In this regard, I was wary of creating study groups or sharing class notes
because I would always doubt the other students' motives and whether they were really
trustworthy or not. Maintaining an individualistic mentality caused me to feel much more
isolated from others. Even though I initially wanted independence, I started to get homesick, not
just because I missed my parents and the comfort of my homogenous community, who I knew
would have supported me.
Community college changed my perspective, but not in the way I had expected. The
student body was much more diverse here, with students of all different ages and backgrounds,
but the climate was much more positive than what I had experienced at my first university.
Students in my classes were willing to talk about their life stories and aspirations, ranging widely
from wanting to transfer to a university to earning certificates, a concept I was unfamiliar with.
Because the class sizes were much smaller, I had better access to my professors, and I met with
them often throughout the year, which allowed me to create rapport with them. In fact, one of my
professors wrote a letter of recommendation for my graduate school application. Transitioning
44

out of community college was just as bittersweet as I once again had to get used to another
campus.
While I did not know it back then, mattering did affect how I learned and identified as a
student. If I did not have something to tie me back to my campus, I did not feel welcome enough
to persist. As seen throughout the years, mattering can come from many different individuals,
including but not limited to other students, faculty, or administration. Although the words or
actions of these populations cannot be controlled, bringing awareness to how these different
groups work to create an environment for students can drastically improve how students are
treated. In the discussion section of this chapter, recommendations will put forth suggestions for
counselors to be more responsive to the needs of STEM students.
Counselor Interactions
As a first-generation student with no siblings, I relied heavily on the counselors I
encountered for guidance, not only on what classes to take but also as a safe space to discuss any
concerns I had. However, I did not have that kind of experience or bond with any of my
counselors, which also greatly affected my sense of belonging and mattering.
I viewed my high school counselor as a significant factor in preparing me for the rest of
my life, so I took their advice very seriously. When they advised me to attend the “best” college I
was accepted to, I did not even question what “best” meant, which to them was the university
with the lowest acceptance rate. The disconnect between my counselor and me was very
apparent, and they grew to be one of the most disliked faculty members I encountered. Today, I
resent them for not providing me with a genuine conversation to discuss my options for college.
If I had known community college was acceptable and not a choice to be shamed upon, things
could have worked out differently for me. Furthermore, my counselor, in fact, did not counsel.
45

Over the years, I have understood that counselors are meant to work with students to create an
ideal educational or personal plan that the student is satisfied with and that would help them
achieve their goals. Instead, I had one that just told me what to do and to do it quietly without
expressing struggle, a frowned upon concept in my community. Lastly, the end-of-year
celebration they hosted significantly affected how I viewed myself and how I thought others
would view me. Attendance was a sign of acceptance and achievement, and I could not miss it.
Their insistence on continuing to host this celebration as a tradition sets a precedent for future
senior-level high school students regarding what was socially acceptable. As a freshman, I was
already dreading this time of the year as a freshman, and college acceptances were a more
stressful time than a memorable one for me because I could not help but compare myself to
others. The celebration and attendance to it was a symbol of the anxiety I felt, and I went as far
as to intend to register to fit in. Back then, I did not think much of my peers who lied about
where they were committing to. Today, I realize it must have negatively impacted my peers’
mental health, graduating high school and seeing their friends “succeed” in the way our high
school defined it.
At the university level, I felt like the interactions with my university counselor were very
transactional. They were not unfriendly, but I did feel like I was a bother to them, given that they
did not consider my difficulties. By the time I decided to see them, I felt the full force of a STEM
student’s average workload, and it was a lot for me to adjust to. When I decided to speak to a
counselor, I had many doubts about continuing my education in STEM because of these
difficulties and the lack of representation in my classrooms. However, our interaction basically
solidified my choice to leave after my first year. They spoke to me and responded to my concerns
as if they had heard them many times from past struggling STEM students since their advice
46

seemed generic. The words continue to ring for me: Just work harder, STEM is difficult for
everyone, not just you, etc. I was surprised by their response, but not because I had heard it from
many others prior. With no one to convince me otherwise, it seemed like a consensus to at least
take a year off from school despite only having completed one year.
Finally, my first positive interaction with a counselor was in community college, where I
dreaded attending. Maybe it was the fact that I was hitting rock bottom that caused me to latch
onto any kindness shown quickly, but I owe my upward academic trajectory to my community
college counselor. Even when they saw my history of taking STEM classes, they still asked me
about my interests, which was something no one ever asked. Our conversations were warm, and I
actually started to learn about the counselor and their academic journey, which ultimately
influenced mine. We happened to share a similar academic journey, leaving a university with
which we did not fit in. That realization mitigated many of the doubts I was feeling about myself.
With the assurance that the TAG option (Transfer Admission Guarantee) to a University in
California was available, they built up my confidence to persist in my studies and earn a
bachelor’s degree. The relationship we built, although brief, had a profound impact not only on
my academic career but also on my self-confidence, and it is a relationship I will always look
back upon in my future as a counselor.
Although many of my interactions were brief, I still have many takeaways from each one.
They have shown me the difference between sympathy and empathy and why it is essential to
understand a student’s full story first before suggesting a course plan or giving advice. I also
found that their words could impact my identity as a student; more positive interactions made me
want to identify with the campus, compared to negative ones that made me want to disassociate
from it. These feelings can highly influence a student’s motivation and persistence to continue
47

their studies, as I experienced both extremes in my undergraduate career. As such, a counselor’s
practice should not be undervalued.
Contrasting Syllabi
I would have never expected the syllabus to be a part of my identity as a marginalized
STEM student. Still, in very subtle ways, it could potentially affect how a student identifies and
acts. There are many ways in which the syllabus can influence behavior amongst students, such
as representing a professor’s first impression, how concerned the instructor is for their students,
and the hostile learning environment they can inadvertently create.
First, the information in the syllabus can create a first impression for the class or
professor. Given that oftentimes, the syllabus is sent to students prior to the first class meeting, it
serves as the welcome message and a planning tool for students to prepare what is needed to
succeed (Center for Urban Education, 2020). As seen in Figure 1.3, the first STEM syllabus I
received in college was extremely straightforward. The exam schedule and grade breakdown
immediately follow the class title and instructor’s office hours. Because there was no
introduction of any sort, I did not feel inclined to meet with the professor because they seemed
strict and highly concerned about what was expected of me as a student. In contrast, in Figure
1.3, the snippets from a psychology class I took at my second undergraduate institution included
a blurb from my professor talking about the class's learning objectives and how the course could
benefit my everyday life. Even though this second syllabus was created during the pandemic, the
instructor still created a warm, inviting, and welcome environment for students to learn and grow
together. Professors may come off as intimidating for many first-generation students, as that was
usually my assumption. However, they can and should do what they can to be seen more as an
accessible resource than a figure of authority. It does go to show that lagnuage in syllabi can set
48

the tone for a class; students can perceive the difference between pleasant and welcoming
language versus condescending or demeaning verbiage (Center for Urban Education, 2020).
The second proponent of the syllabus is the resources (if provided). Typically, the
instructor will be provided for the student’s use, whether it is academic or personal-related.
While I am unfamiliar with the guidelines for what a syllabus should include, I firmly believe
that what they decide to include shows an instructor’s genuine concern for students. I have seen
many syllabi from different institutions in my life as a student, and I can gather that some things
must be included, such as DSPS (Disabled Student Programs) support or Title IX. However, not
all instructors will include information such as mental health counseling or campus police
contact information for emergencies. Including these resources is not only helpful for the
students they may apply to but also emanates a sense that the instructor is concerned for their
students’ wellbeing and academic success. Although there is no guarantee that students will read
the syllabus in its entirety, including resources is a risk that should be taken to create a
comfortable learning environment.
The last thing that the syllabus could do is create a hostile competitive environment. The
most unique feature of my first STEM syllabus was that low quiz or exam scores could be
substituted with clicker points or the final. While this was intended to improve a student’s
grades, this practice can cause students to lose a sense of confidence in subtle ways. I know how
this felt when students would come to class for the lecture but leave before the quiz at the end
because they knew they could replace that 0 with clicker points. I knew students were doing well
if they even risked not going to an exam because they could ensure their grade was fine once the
final was taken. This policy also made me feel as though I could not approach the professor if I
were a point or two away from the next grade because they would mention this policy as their
49

way of helping students’ grades already. Furthermore, many of my STEM courses were graded
on a curve, meaning the grading scale was based on how the class performed as a whole. What
would typically be a failing grade, such as a 50%, which would translate into an A if a majority
of the class received 30% or below, for example. So, from a student’s perspective, they could do
well if their peers did not do as well. This led to a lack of collaboration and distrust amongst the
student body, as seen in my Microeconomics class, where students purposefully shared wrong
answers. Grading a class on a curve is a long-standing practice that has yet to be challenged,
especially in STEM courses. However, it is unfair and outdated, considering that students come
into this introductory course with varying degrees of preparation based on their high school
education, and some may have an advantage. Because not all students have the same base level
knowledge, such as some high schools offering Advanced Placement courses or not, the curve
works unjustly for those who may be in STEM but not have the fundamentals that were expected
before taking these classes.
The syllabus will always be the first thing students receive from their instructor, so it
should provide a positive outlook on the school term. It can and should influence positive
relations among students and faculty.
Discussion and Recommendations
This study serves not only to amplify my experiences as a marginalized STEM student
but also to raise awareness for the struggles current students may have. Choosing
autoethnography as the study method allowed me to do the most introspection I have ever done. I
recognized what could have been done differently to make my academic journey less
tumultuous.
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My varying identities intersected to create barriers and doubt in my learning. Looking
back, I strongly dislike the first-generation part of me because I wished I was less naive and
more prepared for college life. As much as I wish I could be proud to be first-generation, I still
wish the journey to get to where I am was not as financially or emotionally taxing.
Identifying as a STEM student is extremely important for marginalized student
populations because the typical demographic of these areas of study is very homogenous. These
students not only face the same difficult courseload that all STEM students experience, but they
may also struggle with imposter syndrome, lack of representation, or low self-esteem. Many may
also have familial responsibilities or other commitments, such as an internship or job, that could
detract from their studies. Others may experience racism, sexism, or a general lack of empathy
from their peers, faculty, or administration. Although these are only a few of the many injustices
marginalized STEM students may feel, each one will have their own unique experience and
obstacles, and it is up to the campus as a whole to adjust how they treat these students.
The recommendations provided serve to answer the second research question, which
focuses on supporting marginalized STEM students holistically. They experience a unique
struggle that is hard to empathize with unless one has been through it. These recommendations
help higher education practitioners build relationships with their students. These
recommendations can most definitely be applied within the classroom or during counseling
appointments, but relationships are also built in informal settings, such as office hours or
casually on campus.
1. Understand that STEM students, marginalized or not, have unique struggles.
2. Take time to know the student holistically to ensure culturally responsive advice
is given.
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3. Create events on campus that promote inclusivity in all avenues, including but not
limited to race/ ethnicity/ gender, academic standing, or socioeconomic status.
4. Create well-rounded syllabi to match the institution's mission. This may include
resources students may find helpful or promote attending office hours.
5. Establish support groups for marginalized students in STEM.
My last recommendation is to add a fifth aspect to Schlossberg’s Marginality and Mattering
theory. As mentioned, the first four are Attention, Importance, Ego-Extension, and Dependence.
These dimensions allow a person to feel like they matter to another individual, whether it be that
they matter, are appreciated, or that others are concerned with their growth. However, a fifth
dimension that was briefly discussed is Appreciation. Appreciation refers to appreciated efforts,
such as positive contributions (Schlossberg, 1989). This is often meant for caregivers or those in
service careers, such as teachers or healthcare workers. However, I believe this can also be
applicable in the classroom or counseling sessions. It takes a lot of courage for students to share
about their difficult circumstances they may be experiencing because it could be a sensitive
subject, or they see it as a sign of weakness. I have also shared about difficult situations that
brought me to tears. However, one thing that immediately helped me feel more comfortable or
open up was the person I spoke to thanked me for being vulnerable. I have experienced this in
the classroom, where my professors reserved time after presentations or group discussions for
affirmations, which was a period where we gave the presenter affirmations. This period was a
different type of appreciation that I had not experienced before, and it showed that my peers were
paying attention and investing in what I was saying. Thus, my last and most important
recommendation is to appreciate marginalized STEM students for pursuing a difficult field of
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study despite the extraneous personal obstacles they may have as well. They are vital for
diversifying the STEM workforce and setting an example for future STEM students.
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Chapter 6: Epilogue
Today, I still grapple with my identities and the regrets I have, not being in STEM and
having so much debt from a school I never graduated from. However, I am still incredibly
grateful for the people that I have met and the relationships I have built. Being in this Master’s
program has taught me what an intrinsic reward really feels like, and that I can be valued for
more than the knowledge I have.
As I was writing this thesis, I started to feel sorry for my younger self, since she was put
through a lot of unnecessary mental turmoil. As an first-generation only child with a lot to prove,
there was so much pressure to make the family proud, but just as many doubts being a
prospective women in STEM. In Asian cultures, independence was highly valued, so I refused to
accept any help of any kind, including refusing to utilize mental health resources on campus.
This outdated way of thinking, combined with the competitiveness of STEM, was what led to my
debilitating lack of help-seeking habits. I cannot help but sometimes feel as though the things I
experienced were a result of my stubbornness, but at the same time I was also misguided by the
educators that I interacted with.
I found value in my love and proficiency for math, and others gave me validation for it. I
felt like I mattered because I could contribute to society in this way. Initially, it felt nice to stand
out from my peers in a positive way, and I saw math as my way of mattering to faculty and
counselors. However, transitioning into college made me realize that being valued in this way
was extremely superficial. Valuing myself for what I could contribute took away my personality
and the social skills I had to learn when I experienced diversity for the first time.
Because I did not have to take math in college, I lost that sense of mattering. However,
this time of my life feels like the reparations that one makes after war, and I am relearning what
54

mattering should and does mean to me. Through this Master’s program, I have learned how to
appreciate being present and reciprocate the grace I have been given to me from peers,
counselors, and faculty. Although my time here has been short, the relationships I have built have
strengthened my understanding of what mattering is and why it is so important for student
persistence. I hate to learn things the hard way, but through this unique undergraduate and
graduate experience, I hope to be more outspoken about the injustices I and many other students
experience and to provide for a better college experience for future marginalized STEM students.
55

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57

Abstract (if available)

Abstract Marginalized STEM populations, such as women, Black, Latinx, or intersecting indentities, continue to struggle with persisting in their majors. While many may believe this is due to the rigorous nature of their majors, underlying studies show that they may also struggle with finding their place on campus, which leads to dissociation and lack of sense of mattering. This autoethnography aims to pinpoint different times in the author’s STEM career that may have perpetuated an unhealthy learning environment for them, such as further marginalizing them. Based on these lived experiences, the author will then provide recommendations to faculty, counselors, and administrators to promote a sense of community and connection to the campus.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Pham, Kristie (author)

Core Title Redefining mattering in STEM: an autoethnography examining ways to improve persistence in marginalized STEM communities through holistic support

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2024-05

Publication Date 04/12/2024

Defense Date 03/26/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag autoethnography,community,intersectionality,marginality,mattering,OAI-PMH Harvest,Persistence,reverse transfer,STEM

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ocampo, Atheneus (committee chair), Banuelos, Sheila (committee member), Flores, Julio (committee member)

Creator Email k.pham.0920@gmail.com,phamkris@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113871426

Unique identifier UC113871426

Identifier etd-PhamKristi-12799.pdf (filename)

Legacy Identifier etd-PhamKristi-12799

Document Type Thesis

Format theses (aat)

Rights Pham, Kristie

Internet Media Type application/pdf

Type texts

Source 20240412-usctheses-batch-1139 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu