When I joined the STAMPS Project, I was eager to explore how students develop the confidence and community needed to thrive in STEM fields. As a Graduate Research Assistant, I’ve learned that persistence in STEM isn’t just about intelligence or academic preparation; it’s deeply tied to how students see themselves as emerging scientists, feel connected to their academic communities, and believe they can succeed against all odds.
Understanding the STAMPS Project
The Science, Technology, and Mathematics Preparation Scholarship (STAMPS Project) is a National Science Foundation (NSF) funded initiative at the University of North Carolina at Greensboro (UNCG) that supports low-income, first-generation, and underrepresented students pursuing STEM degrees. The project explores how financial, academic, and social supports intersect to influence students’ persistence and achievement in STEM degrees.
At its core, STAMPS seeks to understand three essential factors:
-> Self-efficacy: students’ belief in their ability to succeed in STEM tasks.
-> Sense of belonging: the feeling of being valued and included within the academic community.
-> Science identity: how students come to see themselves as “science people” who are confident contributors to the field.
These elements together form the foundation for persistence and success, particularly for students navigating systems that haven’t always represented or supported them fully.
My Role Behind the Scenes
As a Graduate Research Assistant, I contribute to the data collection and reporting part of the project: administering and analyzing surveys, conducting focus groups, reviewing interview transcripts, coding data, and identifying themes across student narratives. Each story and number reveal something powerful about the lived experience of being a STEM student: the moments of doubt and burnout, the impact of mentorship, and the quiet victories that build confidence over time.
In our analysis, I’ve noticed how self-efficacy often emerges in students’ reflections on challenges when they talk about pushing through difficult coursework or mastering a complex concept. Sense of belonging surfaces in their relationships with peers and faculty mentors, while science identity often shines when students describe themselves as “researchers,” “computer scientists,” or “problem-solvers” for the first time.
What I’ve Learned Through This Work
Working on the STAMPS Project has taught me that research is not only about collecting data but also about listening to people’s stories with care. As someone passionate about STEM education and equity, I’ve learned to see how small shifts in institutional support, such as mentoring, faculty support, or collaborative learning spaces, can make a big difference in how students see themselves.
I’ve also come to appreciate how interconnected these constructs are: a student who feels they belong is more likely to develop confidence in their abilities, and as their self-efficacy grows, so does their identity as a scientist. Understanding this interplay helps us design more holistic support systems that nurture both competence and confidence.
Connecting Research to Broader Impact
The findings from our work extend beyond the STAMPS Project. We have shared our insights with a national community of researchers and practitioners dedicated to broadening participation in STEM through gatherings such as the S-STEM PI and Scholars Meeting, and the Emerging Researchers National (ERN) Conference in STEM. Our findings help inform mentoring programs, academic advising, and student success initiatives that aim to foster self-efficacy, belonging, and identity development across institutions.
It’s rewarding to know that our research contributes to a larger movement, one that not only tracks outcomes but also transforms the experiences of the students behind them.
A Personal Reflection
Being part of the STAMPS Project has been both an intellectual and personal journey. It has reminded me that every data point represents a student navigating their own path, building confidence, and defining their place in science.
As I continue my graduate journey, I carry this insight with me: meaningful research begins with empathy. When we understand what it means for students to believe in themselves, to feel they belong, and to see themselves as scientists, we move closer to creating equitable pathways in STEM education.
By Janet Arogundade, PhD Student and Graduate Research Assistant (STAMPS & PROSPECT S-STEM), University of North Carolina, Greensboro