Narrating Belonging: The Effects of Digital Storytelling on Retaining STEM Students in Higher Education
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Information Systems
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Human Centered Computing
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Distribution Rights granted to UMBC by the author.
Distribution Rights granted to UMBC by the author.
Abstract
This thesis explores how creative narrative practices can support students with limited visibility in STEM fields. Across three studies, the research examines the roles of relatable mentors and role models, and introduces digital storytelling as a method to foster academic engagement and personal growth. The first study identifies key challenges these students face, including limited faculty visibility and the absence of supportive mentors. The second study investigates students’ perspectives on role models, emphasizing the importance of shared experiences, attainable success, and transparent narratives. The third study evaluates the impact of a digital storytelling workshop where participants created multimedia stories about STEM professionals, leading to improvements in academic motivation, career confidence, and emotional connection. Together, these studies demonstrate that participatory storytelling serves as a valuable educational tool. By amplifying student voices and fostering deeper connections with role models, this research offers strategies to strengthen retention and engagement in STEM learning environments.