The Perceived Influence of the Leland Scholars Program on First-Generation Students’ Academic and Social Experiences in STEM and at Stanford

Objective: In this study, I investigated the perceived influence of the Leland Scholars Program on first-generation students’ academic and social experiences in science, technology, engineering, and math (STEM) at a private, research-intensive, and highly selective university. The Leland Scholars Program is a summer program intended to facilitate the college transition for first- generation, low-income, and minority students with a self-declared interest in studying STEM.
Method: Ten Leland Scholars Program participants were interviewed, and they responded to questions about their experiences and perceptions regarding STEM, Stanford and the Leland Scholars Program. Interviews was transcribed, coded, and reviewed for themes that were commonly expressed by interviewees.
Results: Participants felt that their experiences at Stanford were positive and negative, much like a “roller-coaster.” Furthermore, participants expressed feeling anxious and procrastinating in response to the challenging coursework and exams they encountered in STEM courses. Participants also felt intimidated by the university and their continuing-generation peers. Despite questioning their sense of belonging and the real-world applications of their coursework in STEM, students referenced their desire to help their home communities as an important reason for persisting in STEM. Students perceived the summer chemistry course, interpersonal connections with faculty and upperclassmen, and the academic seminar as the most positive components of the Leland Scholars Program.
Conclusion: Summer bridge programs may be used to attenuate the achievement gap between first-generation and continuing-generation students pursuing baccalaureate degrees in STEM in the United States, but additional interventions are necessary to fully address this educational disparity.