This longitudinal qualitative study followed a cohort of mathematics-intending underrepresented high school students into their freshman year of college to identify changes on their path to mathematics-intensive degree attainment. Results indicated that four of the seven participants persisted on their degree path while the remaining three switched to less-mathematics-intensive programs. The greatest positively contributing factor for the participants who persisted was participation in collaborative learning with their peers in mathematics. The participants who did not persist reported that they experienced a decrease in their sense of competence in mathematics when they transitioned from high school to college. All participants, whether they persisted or not, reported that they felt underprepared for college-level mathematics. These results highlight the continued need for increased collaboration between stakeholders at the secondary and postsecondary levels.

Session Type: Brief Research Report