Journal of Global Research in Education and Social Science

STEM Intervention Programs (SIPs) are increasingly implemented to address student attrition, employing Social Cognitive Theory (SCT) to explicate learning outcomes and changes in self-efficacy. Understanding the experiences of underrepresented students who utilize SIPs is vital to the ongoing development of effective persistence promotive programming. This research reflects a case study of a Hispanic first-generation student who was the recipient of a National Science Foundation scholarship. Concept driven coding was employed to identify SCT constructs across data derived from 1) a submitted personal statement, 2) three individual interviews, and 3) email correspondence between the participant and SIP stakeholders. Observational learning of studying best-practices from tutors and his advisor was enabled through SIP activities. In-person learning and engagement with professors inculcated outcome expectations that aligned with personal goals. Self-regulation skills were learned through SIP activities and engagement with others within his department. The participant indicated unexpected health concerns, roommate challenges, and their effects on academic performance as barriers that prompted temporary program withdrawal. The participant has since successfully rejoined the engineering program, succeeded academically, and indicated SIP contributions as integral to his progress towards degree completion.  The objective of this work is to examine in detail using SCT one example of student success in order to both help inform future SIP efforts and justify additional financial investment in student success.