Felix A. Okojie1*, Martha Tchounwou2, and Dickson Idusuyi3
Abstract
The purpose of this study was to address best practices capable of bridging the retention and completion gaps in STEM education for underrepresentedminority students. Using a phenomenologicaldesign, this article delineates Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) program experiences, instructional strategies, institutional practices and students’ persistence within the LSMAMP community. Five main themes emerged from the student interviews and survey results: (1) early exposure to STEM and familial support; (2) hands on involvement and academic intervention activities; (3) Peer group support; (4) institutional environment and infrastructural support; and (5) financial incentives. The top choices of faculty and site coordinators about institutional and instructional practices and learning strategies that enhance student learning and degree attainment were faculty mentoring, student opportunities to present research at or attend professional conferences, peer tutoring, and student opportunities to connect prior learning to new lecture content.