Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making.

中文翻译：

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STEM 故事：培养以白人为主的少数族裔学生的 STEM 持久性

在创建多元化的 STEM 专业人士管道方面仍然存在挑战。本研究旨在了解少数族裔 (URM) 大学生在 STEM 环境和职业选择中的多方面经历和需求。利用社会认知职业理论 (SCCT)，这项定性的多机构研究探讨了 44 名 URM STEM 学生在两个主要白人机构 (PWI) 谈判的各种经历和障碍。对实践、研究和政策的影响侧重于旨在提高持久性和促进 STEM 职业决策的干预措施。