The Value of STEM Scholarship Grants to Undergraduate and Graduate Students Intending to Study the STEM Disciplines and Pursue STEM Careers

Abstract

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.

Citation

Li, J., Craig, C.J., Gale, T., Norton, M., Zhu, G., Evans, P.K., Stokes, D.W. and Verma, R. (2021), "The Value of STEM Scholarship Grants to Undergraduate and Graduate Students Intending to Study the STEM Disciplines and Pursue STEM Careers", Craig, C.J., Evans, P.K. and Stokes, D.W. (Ed.) Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (Advances in Research on Teaching, Vol. 35), Emerald Publishing Limited, Leeds, pp. 179-200. https://doi.org/10.1108/S1479-368720210000035011