Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs Among Other Social-Cognitive Factors

Abstract

Using Social Cognitive Career Theory as a guide, we explored the relationship between students' participation in living-learning programs and their intention to earn a baccalaureate in STEM. We found that STEM-focused programs, in comparison to general forms, held promise in supporting students' intentions to graduate in a STEM field.