View article

This study focused on the experiences of seven women studying in the Colleges of Engineering, Science, or Technology who participated in a learning community during their first year of study at Purdue University, with learning communities defined as linked coursework, shared residence hall space, or both. The purpose was to understand those experiences that contributed to their success at Purdue, with success defined as being retained for further study at the university. Four research questions guided this study:(1) Using learning community participation as a lens, how do female STEM majors perceive their collegiate experience?(2) To what extent and in what ways did learning community participation influence academic and/or social integration?(3) What barriers did female STEM students have to overcome in order to be successful (with success meaning retained)? and (4) What characteristics or knowledge …