best qualitative research titles for stem students

161+ Exciting Qualitative Research Topics For STEM Students

Are you doing Qualitative research? Looking for the best qualitative research topics for stem students? It is a most interesting and good field for research. Qualitative research allows STEM (Science, Technology, Engineering, and Mathematics) students to delve deeper into complex issues, explore human behavior, and understand the intricacies of the world around them.

In this article, we’ll provide you with an extensive list of 161+ qualitative research topics tailored to STEM students. We’ll also explore how to find and choose good qualitative research topics, and why these topics are particularly beneficial for students, including those in high school.

Also Like To Read: 171+ Brilliant Quantitative Research Topics For STEM Students

Table of Contents

What Are Qualitative Research Topics for STEM Students

Qualitative research topics for stem students are questions or issues that necessitate an in-depth exploration of people’s experiences, beliefs, and behaviors. STEM students can use this approach to investigate societal impacts, ethical dilemmas, and user experiences related to scientific advancements and innovations.

Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research delves into the ‘whys’ and ‘hows’ of a particular phenomenon.

How to Find and Choose Good Qualitative Research Topics

Selecting qualitative research topics for stem students is a crucial step in the research process. Here are some tips to help you find and choose a suitable topic:

Passion and Interest: Start by considering your personal interests and passions. What topics within STEM excite you? Research becomes more engaging when you’re genuinely interested in the subject.
Relevance: Choose qualitative research topics for stem students. Look for gaps in the existing knowledge or unanswered questions.
Literature Review: Conduct a thorough literature review to identify the latest trends and areas where qualitative research is lacking. This can guide you in selecting a topic that contributes to the field.
Feasibility: Ensure that your chosen topic is feasible within the resources and time constraints available to you. Some research topics may require extensive resources and funding.
Ethical Considerations: Be aware of ethical concerns related to your qualitative research topics for stem students, especially when dealing with human subjects or sensitive issues.

Here are the most exciting and very interesting Qualitative Research Topics For STEM Students, high school students, nursing students, college students, etc.

Biology Qualitative Research Topics

Impact of Ecosystem Restoration on Biodiversity
Ethical Considerations in Human Gene Editing
Public Perceptions of Biotechnology in Agriculture
Coping Mechanisms and Stress Responses in Marine Biologists
Cultural Perspectives on Traditional Herbal Medicine
Community Attitudes Toward Wildlife Conservation Efforts
Ethical Issues in Animal Testing and Research
Indigenous Knowledge and Ethnobotany
Psychological Well-being of Conservation Biologists
Attitudes Toward Endangered Species Protection

Chemistry Qualitative Research Topics For STEM Students

Adoption of Green Chemistry Practices in the Pharmaceutical Industry
Public Perception of Chemical Safety in Household Products
Strategies for Improving Chemistry Education
Art Conservation and Chemical Analysis
Consumer Attitudes Toward Organic Chemistry in Everyday Life
Ethical Considerations in Chemical Waste Disposal
The Role of Chemistry in Sustainable Agriculture
Perceptions of Nanomaterials and Their Applications
Chemistry-Related Career Aspirations in High School Students
Cultural Beliefs and Traditional Chemical Practices

Physics Qualitative Research Topics

Gender Bias in Physics Education and Career Progression
Philosophical Implications of Quantum Mechanics
Public Understanding of Renewable Energy Technologies
Influence of Science Fiction on Scientific Research
Perceptions of Dark Matter and Dark Energy in the Universe
Student Experiences in High School Physics Classes
Physics Outreach Programs and Their Impact on Communities
Cultural Variations in the Perception of Time and Space
Role of Physics in Environmental Conservation
Public Engagement with Science Through Astronomy Events

Engineering Qualitative Research Topics For STEM Students

Ethics in Artificial Intelligence and Robotics
Human-Centered Design in Engineering
Innovation and Sustainability in Civil Engineering
Public Perception of Self-Driving Cars
Engineering Solutions for Climate Change Mitigation
Experiences of Women in Male-Dominated Engineering Fields
Role of Engineers in Disaster Response and Recovery
Ethical Considerations in Technology Patents
Perceptions of Engineering Education and Career Prospects
Students Views on the Role of Engineers in Society

Computer Science Qualitative Research Topics

Gender Diversity in Tech Companies
Ethical Implications of AI-Powered Decision-Making
User Experience and Interface Design
Cybersecurity Awareness and Behaviors
Digital Privacy Concerns and Practices
Social Media Use and Mental Health in College Students
Gaming Culture and its Impact on Social Interactions
Student Attitudes Toward Coding and Programming
Online Learning Platforms and Student Satisfaction
Perceptions of Artificial Intelligence in Everyday Life

Mathematics Qualitative Research Topics For STEM Students

Gender Stereotypes in Mathematics Education
Cultural Variations in Problem-Solving Approaches
Perception of Math in Everyday Life
Math Anxiety and Coping Mechanisms
Historical Development of Mathematical Concepts
Attitudes Toward Mathematics Among Elementary School Students
Role of Mathematics in Solving Real-World Problems
Homeschooling Approaches to Teaching Mathematics
Effectiveness of Math Tutoring Programs
Math-Related Stereotypes in Society

Environmental Science Qualitative Research Topics

Local Communities’ Responses to Climate Change
Public Understanding of Conservation Practices
Sustainable Agriculture and Farmer Perspectives
Environmental Education and Behavior Change
Indigenous Ecological Knowledge and Biodiversity Conservation
Conservation Awareness and Behavior of Tourists
Climate Change Perceptions Among Youth
Perceptions of Water Scarcity and Resource Management
Environmental Activism and Youth Engagement
Community Responses to Environmental Disasters

Geology and Earth Sciences Qualitative Research Topics For STEM Students

Geologists’ Risk Perception and Decision-Making
Volcano Hazard Preparedness in At-Risk Communities
Public Attitudes Toward Geological Hazards
Environmental Consequences of Extractive Industries
Perceptions of Geological Time and Deep Earth Processes
Use of Geospatial Technology in Environmental Research
Role of Geology in Disaster Preparedness and Response
Geological Factors Influencing Urban Planning
Community Engagement in Geoscience Education
Climate Change Communication and Public Understanding

Astronomy and Space Science Qualitative Research Topics

The Role of Science Communication in Astronomy Education
Perceptions of Space Exploration and Colonization
UFO and Extraterrestrial Life Beliefs
Public Understanding of Black Holes and Neutron Stars
Space Tourism and Future Space Travel
Impact of Space Science Outreach Programs on Student Interest
Cultural Beliefs and Rituals Related to Celestial Events
Space Science in Indigenous Knowledge Systems
Public Engagement with Astronomical Phenomena
Space Exploration in Science Fiction and Popular Culture

Medicine and Health Sciences Qualitative Research Topics

Patient-Physician Communication and Trust
Ethical Considerations in Human Cloning and Genetic Modification
Public Attitudes Toward Vaccination
Coping Strategies for Healthcare Workers in Pandemics
Cultural Beliefs and Health Practices
Health Disparities Among Underserved Communities
Medical Decision-Making and Informed Consent
Mental Health Stigma and Help-Seeking Behavior
Wellness Practices and Health-Related Beliefs
Perceptions of Alternative and Complementary Medicine

Psychology Qualitative Research Topics

Perceptions of Body Image in Different Cultures
Workplace Stress and Coping Mechanisms
LGBTQ+ Youth Experiences and Well-Being
Cross-Cultural Differences in Parenting Styles and Outcomes
Perceptions of Psychotherapy and Counseling
Attitudes Toward Medication for Mental Health Conditions
Psychological Well-being of Older Adults
Role of Cultural and Social Factors in Psychological Well-being
Technology Use and Its Impact on Mental Health

Social Sciences Qualitative Research Topics

Political Polarization and Online Echo Chambers
Immigration and Acculturation Experiences
Educational Inequality and School Policy
Youth Engagement in Environmental Activism
Identity and Social Media in the Digital Age
Social Media and Its Influence on Political Beliefs
Family Dynamics and Conflict Resolution
Social Support and Coping Strategies in College Students
Perceptions of Cyberbullying Among Adolescents
Impact of Social Movements on Societal Change

Interesting Sociology Qualitative Research Topics For STEM Students

Perceptions of Racial Inequality and Discrimination
Aging and Quality of Life in Elderly Populations
Gender Roles and Expectations in Relationships
Online Communities and Social Support
Cultural Practices and Beliefs Related to Marriage
Family Dynamics and Coping Mechanisms
Perceptions of Community Safety and Policing
Attitudes Toward Social Welfare Programs
Influence of Media on Perceptions of Social Issues
Youth Perspectives on Education and Career Aspirations

Anthropology Qualitative Research Topics

Traditional Knowledge and Biodiversity Conservation
Cultural Variation in Parenting Practices
Indigenous Language Revitalization Efforts
Social Impacts of Tourism on Indigenous Communities
Rituals and Ceremonies in Different Cultural Contexts
Food and Identity in Cultural Practices
Traditional Healing and Healthcare Practices
Indigenous Rights and Land Conservation
Ethnographic Studies of Marginalized Communities
Cultural Practices Surrounding Death and Mourning

Economics and Business Qualitative Research Topics

Small Business Resilience in Times of Crisis
Workplace Diversity and Inclusion
Corporate Social Responsibility Perceptions
International Trade and Cultural Perceptions
Consumer Behavior and Decision-Making in E-Commerce
Business Ethics and Ethical Decision-Making
Innovation and Entrepreneurship in Startups
Perceptions of Economic Inequality and Wealth Distribution
Impact of Economic Policies on Communities
Role of Economic Education in Financial Literacy

Good Education Qualitative Research Topics For STEM Students

Homeschooling Experiences and Outcomes
Teacher Burnout and Coping Strategies
Inclusive Education and Special Needs Integration
Student Perspectives on Online Learning
High-Stakes Testing and Its Impact on Students
Multilingual Education and Bilingualism
Perceptions of Educational Technology in Classrooms
School Climate and Student Well-being
Teacher-Student Relationships and Their Effects on Learning
Cultural Diversity in Education and Inclusion

Environmental Engineering Qualitative Research Topics

Sustainable Transportation and Community Preferences
Ethical Considerations in Waste Reduction and Recycling
Public Attitudes Toward Renewable Energy Projects
Environmental Impact Assessment and Community Engagement
Sustainable Urban Planning and Neighborhood Perceptions
Water Quality and Conservation Practices in Residential Areas
Green Building Practices and User Experiences
Community Resilience in the Face of Climate Change
Role of Environmental Engineers in Disaster Preparedness

Why Qualitative Research Topics Are Good for STEM Students

Deeper Understanding: Qualitative research encourages STEM students to explore complex issues from a human perspective. This deepens their understanding of the broader impact of scientific discoveries and technological advancements.
Critical Thinking: Qualitative research fosters critical thinking skills by requiring students to analyze and interpret data, consider diverse viewpoints, and draw nuanced conclusions.
Real-World Relevance: Many qualitative research topics have real-world applications. Students can address problems, inform policy, and contribute to society by investigating issues that matter.
Interdisciplinary Learning: Qualitative research often transcends traditional STEM boundaries, allowing students to draw on insights from psychology, sociology, anthropology, and other fields.
Preparation for Future Careers: Qualitative research skills are valuable in various STEM careers, as they enable students to communicate complex ideas and understand the human and social aspects of their work.

Qualitative Research Topics for High School STEM Students

High school STEM students can benefit from qualitative research by honing their critical thinking and problem-solving skills. Here are some qualitative research topics suitable for high school students:

Perceptions of STEM Education: Investigate students’ and teachers’ perceptions of STEM education and its effectiveness.
Environmental Awareness: Examine the factors influencing high school students’ environmental awareness and eco-friendly behaviors.
Digital Learning in the Classroom: Explore the impact of technology on learning experiences and student engagement.
STEM Gender Gap: Analyze the reasons behind the gender gap in STEM fields and potential strategies for closing it.
Science Communication: Study how high school students perceive and engage with popular science communication channels, like YouTube and podcasts.
Impact of Extracurricular STEM Activities: Investigate how participation in STEM clubs and competitions influences students’ interest and performance in science and technology.

In essence, these are the best qualitative research topics for STEM students in the Philippines and are usable for other countries students too. Qualitative research topics offer STEM students a unique opportunity to explore the multifaceted aspects of their fields, develop essential skills, and contribute to meaningful discoveries. With the right topic selection, a strong research design, and ethical considerations, STEM students can easily get the best knowledge on exciting qualitative research that benefits both their career growth. So, choose a topic that resonates with your interests and get best job in your interest field.

250+ Amazing Qualitative Research Topics for STEM Students

Students often focus on numbers and experiments in science, technology, engineering, and math (STEM). However, there’s one more side to explore that is similarly significant: subjective examination.

Qualitative research helps STEM students understand people’s thoughts, feelings, and experiences related to science and technology. Dissimilar to quantitative exploration, which manages numbers, subjective review examines the more profound implications behind things.

For STEM students, qualitative research has many benefits. It helps them think critically, understand others better, and see how science affects society. Through this blog series, we’ll investigate different research topics for STEM students, such as the moral side of biotechnology and the jobs of people in design.

Also Read : 270+ Best Physics Research Topics For High School Students.

In this day and age, where science and society meet, we want assorted points of view. By embracing qualitative research, STEM students can turn out to be better-adjusted specialists prepared to handle the difficulties. Go along with us as we find new bits of knowledge and extend our seeing together.

Table of Contents

What Are Qualitative Research Topics

Qualitative research in STEM (Science, Technology, Engineering, and Mathematics) examines many different areas. It helps us understand how people interact with science and technology. These research topics explore how people feel and think about different scientific fields. They also examine ethical issues, how society is affected, and how people are at the center of STEM subjects.

How Do I Choose The Right Qualitative Research Topics for STEM Students?

best qualitative research titles for stem students

Choosing the right qualitative research topics for STEM students involves considering several key factors to ensure the research is meaningful, relevant, and feasible. Here are some tips to help you select appropriate topics:

1. Interest and Passion

Urge understudies to pick subjects that interest them and line up with their interests in STEM fields. Exploring a topic they find captivating will inspire them all through the exploration cycle.

2. Relevance to Current Issues

Select subjects addressing recent concerns, difficulties, or patterns in the selected STEM discipline. This guarantees that the exploration adds to existing information and resolves genuine issues.

3. Feasibility

Think about the assets, time, and aptitude expected to direct the examination. Guarantee that the picked subject is plausible inside the limitations of the understudy’s abilities, accessible assets, and period.

4. Scope and Manageability

Pick subjects that are sufficiently wide and thin in scope. The examination question should be focused on being sensible in the accessible time and assets yet expansive enough to consider significant investigation and investigation.

5. Originality and Innovation

Urge understudies to investigate exceptional or inventive examination points that still can’t be widely contemplated. Unique exploration propels information and permits understudies to affect their field significantly.

6. Interdisciplinary Connections

Consider interdisciplinary themes that span different STEM teaches or converge with fields like sociologies, humanities, or ecological examinations. Interdisciplinary exploration encourages joint effort and offers a comprehensive comprehension of intricate issues.

7. Ethical Considerations

Guarantee that the picked subject complies with moral rules and standards for the STEM discipline. Address expected moral worries about human subjects, creature government assistance, natural effects, or information protection.

List of Qualitative Research Topics for STEM Students

Here is a comprehensive list of qualitative research topics for STEM students.

Biology Research Topics for STEM Students

The Impact of Climate Change on Wildlife in [Specific Region].
Understanding How Nature Can Bounce Back in [Specific Habitat].
What People Think About Changing Genes in Farming.
Looking at What’s Right or Wrong in Testing Animals for Medicine.
Learning About Tiny Creatures Living in Soil.
How Our Genes Can Make Us More Likely to Get Sick: A Simple Look.
What People Think is Okay About Editing Genes in Babies.
Checking Out How Plants and Tiny Creatures Help Each Other on Farms.
How People in Poor Countries See Science That Changes Living Things.
Seeing What People Get About How Life Changes Over Time.

Chemistry Research Topics for STEM Students

Looking at What People Think About Tiny Tech in Stuff We Use.
Checking Out How Schools Teach Eco-Friendly Chemistry.
Seeing What People Know About Keeping Workplaces Safe from Chemicals.
Understanding How Chemistry Helps Us Make Energy That Won’t Run Out.
Thinking About What’s Right and Wrong in Making Chemical Weapons.
Studying Different Ways to Use Liquids in Chemistry Experiments.
Seeing What People Think About Stuff Added to Food.
Finding Out What People Think About Recycling Chemicals.
Looking at How Chemicals Mess Up Cities.
Understanding How Chemistry Helps Make New Medicines.
Understanding What People Think About Nuclear Power as a Sustainable Energy Source.
Looking at What Different Cultures Think About Exploring Space.
Checking if Boys and Girls Get the Same Chance to Learn Physics.
Looking at What People Think About Tiny Bits of Energy Science.
Understanding How Physics Helps Us Make Renewable Energy.
Thinking About What’s Right and Wrong in Studying Tiny Bits of Matter.
Checking How Physics Helps Us See Inside Bodies.
Looking at How Scientists Talk About Space Stuff.
Understanding How Different People See Time.
Seeing What People Think About Smart Computers in Physics.

Engineering

Looking at Whether Boys and Girls Get the Same Chance to Learn Engineering.
Understanding How Engineering Helps Us Build Things That Last.
Thinking About What’s Right and Wrong in Cars That Drive Themselves.
Studying How Engineers Make Things.
Seeing What People Think About New Medical Tools Made by Engineers.
Understanding How Different Cultures Deal with Water.
Thinking About Tough Choices in Making Smart Computers.
Looking at How Engineering Is Taught in Countryside Areas.
Checking How Engineers Help During Disasters.
Seeing What People Think About Making Stuff with 3D Printers.

Mathematics Qualitative Research Topics for STEM Students

Looking at Whether Boys and Girls Get the Same Chance to Learn Math.
Seeing How Different Cultures Solve Math Problems.
Understanding What’s Right and Wrong in Making Computer Rules.
Studying How Math is Taught in Poor Countries.
Seeing What People Think About Secret Codes and Keeping Data Safe.
Thinking About How Math Helps Make Art and Music.
Understanding How Different Groups Do Math.
Studying Why Some Students Worry About Math.
Checking How Math Helps Study Diseases.
Seeing How People in Different Cultures Do Math.

Interdisciplinary Topics

Where Biology and Engineering Meet in Body Movements.
Thinking About What’s Right and Wrong in Making Wearable Gadgets.
Studying Programs That Teach Different Sciences Together.
Seeing What People Think About Big Fixes for Climate Change.
Looking at How Math Helps Make Computers Work.
Understanding How Different Groups See Smart Computers and Robots.
Studying How Computers Help with Health Care Using Biology.
Checking How Learning Science Helps Fight Global Health Problems.
Learning About Native Knowledge about Nature.
Seeing What People Think About Talking to Computers.

Environmental Science Research Topics for STEM Students

Seeing What People Think About Green Energy.
Studying Projects That Protect Nature Made by Local Groups.
Checking How Native Knowledge Helps Take Care of Nature.
Understanding How Different Cultures Deal with Trash.
Looking at How Climate Change Affects People.
Studying How Schools Teach about Nature.
Seeing What People Think About Saving Wild Places.
Exploring How Regular People Help Watch Nature.
Understanding What Different Cultures Think About City Parks.
Looking at Movements That Fight for Fairness About Nature.

Computer Science

Understanding How Different Cultures See Keeping Information Safe.
Looking at Whether Computers Treat Men and Women Fairly.
Studying How Computer Classes Are Taught in Poor Countries.
Checking What People Think About Rules for Staying Safe Online.
Thinking About What’s Right and Wrong in Making Computers That Think for Themselves.
Understanding How Different Cultures Deal with Not Having Computers.
Studying How People and Computers Work Together in Fake Worlds.
Seeing What People Think About Keeping Computers Safe.
Looking at How Computer Science Helps with Health Information.
Understanding What People Think About Smart Computers Taking Jobs.

Technology Research Topics for STEM Students

Whether Men and Women Get the Same Chance to Use and Like Tech.
Seeing How Different Cultures Feel About New Technologies.
Studying How Schools Use Tech.
Checking What People Think About Making Cities Smart.
Thinking About What’s Right and Wrong in Using Body Measurements for Tech.
Understanding How Different Cultures Control the Internet.
Studying Why Older People Like or Dislike Tech.
Seeing What People Think About Rules for Flying Drones.
Exploring Native Knowledge of Tech That Helps Nature.
Understanding What Different Cultures Think About Health Gadgets You Wear.

Agriculture

Studying How Men and Women Make Farming Choices.
Looking at How Different Cultures Feel About Farming That Lasts.
Studying Programs That Teach Farmers.
Checking What People Think About Changing Food DNA.
Learning About Native Farming Knowledge.
Understanding How Different Cultures Feel About Bug Killers.
Studying How Farmers Work in Small Farms with Nature.
Checking What People Think About Farming Without Chemicals.
Looking at How Farming Helps Deal with Climate Changes.
Understanding What Different Cultures Think About Keeping Seeds and Different Plants.

Health Sciences Research Topics for STEM Students

Looking at Whether Men and Women Get the Same Healthcare.
Seeing How Different Cultures Feel About Treating the Mind.
Studying How Doctors and Patients Talk.
Checking What People Think About Vaccines.
Learning About Native Ways to Heal and Traditional Medicine.
Understanding How Different Cultures Deal with Dying.
Studying How Doctors Work in Country Areas.
Checking What People Think About Seeing a Doctor Online.
Exploring What’s Right and Wrong in Studying People.
Understanding How Different Cultures Feel About Services for Making Babies.

Social Sciences Research Topics for STEM Students

Studying How Men and Women Choose Jobs in Science, Technology, Engineering, and Math.
Looking at How Different Cultures Feel About Protecting Nature.
Studying Programs That Help People Learn Science, Technology, Engineering, and Math.
Checking What People Think About How Governments Make Science Rules.
Learning About Native Ideas on How Machines Change Things.
Understanding How Different Cultures Feel About Talking About Science.
Studying How Much People Know About Science in Different Groups.
Checking What People Think About Who Knows a Lot About Science.
Exploring What’s Right and Wrong in Reporting Science News.
Understanding How Different Cultures See Making Science Facts.

Neuroscience

Studying How Boys’ and Girls’ Brains Grow and Work.
Looking at How Different Cultures See Feeling Bad About Mental Health Problems.
Studying How the Brain Can Change and Learn.
Checking What People Think About Machines That Connect to the Brain.
Seeing How the Brain Works in Addiction.
Understanding How Different Cultures Feel About People’s Different Brain Types.
Studying How Schools Teach Kids About Keeping Their Brains Healthy.
Checking What People Think About Making Brains Work Better.
Exploring What’s Right and Wrong in Studying Brains with Machines.
Understanding How Different Cultures Feel Pain and Deal with It.

Biomedical Engineering Research Topics for STEM Students

Studying Whether Men and Women Get Fair Treatment in Medical Engineering Research.
Looking at How Different Cultures See Making Medical Tools.
Studying Programs That Teach Medical Engineering.
Checking What People Think About Printing Body Parts.
Exploring How Medical Engineering Helps People Get Better.
Understanding How Different Cultures Feel About Tools That Help People.
Studying What’s Right and Wrong in Making People Better with Machines.
Checking What People Think About Keeping Medical Implants Safe.
Exploring Native Healing Tools.
Understanding How Different Cultures Deal with Medical Trash.

Materials Science

Studying Whether Men and Women Are Treated Fairly in Making New Materials.
Looking at How Different Cultures See Making Things That Last.
Studying Programs That Teach About Making Stuff.
Checking What People Think About Keeping Tiny Stuff Safe.
Exploring How Materials Help in Medicine.
Understanding How Different Cultures Feel About Reusing Stuff.
Studying What’s Right and Wrong in Studying Stuff.
Checking What People Think About Materials That Change.
Exploring Native Knowledge of How Stuff Works.
Understanding How Different Cultures Make New Things in Art and Design.

Robotics Qualitative Research Topics for STEM Students

Studying Whether Boys and Girls Get the Same Chance to Learn About Robots in School and Work.
Looking at How Different Cultures See People and Machines Talking.
Studying Programs That Teach About Robots.
Checking What People Think About Robots Doing Stuff in Everyday Life.
Exploring How Robots Help in Health Care.
Understanding How Different Cultures Feel About What’s Right and Wrong for Robots to Do.
Studying What’s Right and Wrong in Making Robots.
Checking What People Think About Machines Doing Jobs.
Exploring Native Ideas on Robots and Machines.
Understanding How Different Cultures See Using Robots on Farms.

Renewable Energy Research Topics for STEM Students

Studying Whether Men and Women Get Fair Jobs in Green Energy.
Looking at How Different Cultures See Making Wind Power.
Studying Rules for Making Green Energy Happen.
Checking What People Think About Using Sun Power.
Exploring How Green Energy Helps Light Up Country Areas.
Understanding How Different Cultures Feel About Making Energy from Plants.
Studying What’s Right and Wrong in Making Green Energy Projects.
Checking What People Think About Making Power from Water.
Exploring Native Knowledge of Green Power.
Understanding How Different Cultures Feel About Digging for Heat Energy.

Best Quantitative Research Topics For STEM High School Students

Research topics for grade 11 stem students, research topics for grade 12 stem students, interesting research topics for senior high school stem students.

Also Read : 350+ Most Interesting Research Topics For ABM Students

Best Qualitative Research Topics for STEM Students PDF

10 major differences between qualitative and quantitative research .

Here are 10 major differences between qualitative and quantitative research:

Conclusion

In conclusion, picking the right research topic is important for science students because it lets them explore what interests them, develop their critical thinking skills, and contribute meaningfully to their studies.

The best research topics for science students are those that match their passions and curiosity and also give them chances to try things out, examine things closely, and generate new ideas.

Also, doing this kind of research helps students get better at talking with others, solving problems, and seeing how different fields connect, which helps them prepare for what comes next in school and their careers.

In the end, research like this helps science students keep learning, think hard, and be a positive force in science and technology.

FAQs- Qualitative Research Topics for STEM Students

What should stem students consider when choosing a research topic.

STEM students should consider their interests, career goals, available resources, and the potential impact of their research when choosing a topic. It’s also important to consider ethical considerations and the potential implications of the study.

Are there specific areas within STEM that offer promising research topics?

Yes, several areas within STEM offer promising research topics, including renewable energy, environmental sustainability, healthcare innovations, technology advancements, and interdisciplinary studies at the intersection of different STEM fields.

Can STEM students collaborate on research projects?

Yes, collaborating on research projects is common among STEM students. Collaboration allows students to leverage each other’s strengths, share resources, and foster interdisciplinary approaches to solving complex problems.

55 Brilliant Research Topics For STEM Students

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper or write my research paper , below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

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Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

The effectiveness of online learning over physical learning
The rise of metabolic diseases and their relationship to increased consumption
How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students.

A study of the effect of digital technology on millennials
A futuristic study of a world ruled by robotics
A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

An exploration into how microbial factories result in the cause shortage in raw metals
An experimental study on the possibility of older-aged men passing genetic abnormalities to children
A critical evaluation of how genetics could be used to help humans live healthier and longer.

Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

A study of nuclear fusion and fission
An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

Impacts of alcohol addiction on the psychological life of humans
The popularity of depression and schizophrenia amongst the pediatric population
The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

How population impacts energy-saving strategies
The application of an Excel table processor capabilities for cost calculation
A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

Can pancreatic gland transplantation cure diabetes?
A study of improved living conditions and obesity
An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

A study of protease inhibitor and how it operates
A study of how men’s exercise impacts DNA traits passed to children
A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

How can the problem of Space junk be solved?
Can meteorites change our view of the universe?
Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

A comparative study of social media addiction and adverse depression
The human effect of the illegal use of formalin in milk and food preservation
An evaluation of the human impact on the biosphere and its results
A study of how fungus affects plant growth
A comparative study of antiviral drugs and vaccine
A study of the ways technology has improved medicine and life science
The effectiveness of Vitamin D among older adults for disease prevention
What is the possibility of life on other planets?
Effects of Hubble Space Telescope on the universe
A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

How do magnetic fields impact plant growth?
Do the different colors of light impact the rate of photosynthesis?
How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

A study of how plants conduct electricity
How does water salinity affect plant growth?
A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

An evaluation of artificial gravity and how it impacts seed germination
An exploration of the steps taken to develop the Covid-19 vaccine
Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

A study of stem cell treatment
How can molecular biological research of rare genetic disorders help understand cancer?
How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

How does Covid-19 impact immune-compromised people?
Soil temperature and how it affects root growth
Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

The scientific information concept and its role in conducting scientific research
The role of mathematical statistics in scientific research
A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

STEM topics cover areas in various scientific fields, mathematics, engineering, and technology. While it can be tasking, reducing the task starts with choosing a favorable topic. If you require external assistance in writing your STEM research, you can seek professional help from our experts.

200 Hot And Innovative Qualitative Research Topics for STEM Students

Explore intriguing qualitative research topics for STEM students, delving beyond equations and experiments into the human side of science, technology, engineering, and mathematics.

Hey STEM buddies! Ready for some cool research talk? We’re diving into why qualitative research is a blast for us STEM students and how we can pick the coolest topics.

So, grab a seat, and let’s roll into the fun world of qualitative research topics for STEM students. Ready? Let’s do this!

Importance of Qualitative Research for STEM Students

Check out the importance of qualitative research for STEM students:-

Getting the Full Picture

Qualitative research is like putting on special glasses for STEM students. It helps us see beyond numbers and dive into the real-world stuff – social vibes, cultures, and human stories. This way, we cook up solutions that cover all the bases.

Thinking Like a Detective

Qualitative research makes us STEM detectives, training our brains to question everything.

We’re not just crunching numbers; we’re digging into meanings, facing our own biases, and looking at problems from all angles. It’s like a mental gym for smart thinking.

Letting Ideas Fly

Imagine qualitative research as a brainstorming session. It lets us fly our creativity flags high.

We connect the dots, discover hidden factors, and come up with fresh ideas to crack problems wide open.

Talking the Talk

Ever wanted to be a smooth talker? Qualitative research gives us the chance. We learn to chat with people, run focus groups, and observe like pros.

These are not just skills; they’re like secret communication weapons for us STEM folks.

Learning from the Social Side

Step into the world of social sciences! Qualitative research takes us on a tour, showing how anthropologists and sociologists do their thing.

It’s like having a backstage pass to see different methods in action, making us research rockstars.

Rooting Research in Reality

No more living in a research bubble! Qualitative research plants our STEM studies firmly in real life.

We study real people in their real habitats, making sure our solutions aren’t just sci-fi dreams but actual answers to real-world needs.

Jack-of-All-Trades

Picture us as STEM superheroes. With qualitative research in our tool belt, we’re not just one-trick ponies.

We can dive into different fields, mix it up, and take on jobs that need a bit of science and a bit of heart.

In a nutshell, qualitative research is our cool sidekick, making STEM studies more exciting.

It’s about seeing the big picture, thinking sharp, being creative, talking the talk, learning from the social pros, keeping it real, and being versatile.

It’s the secret sauce that turns us into well-rounded STEM champs!

How do you choose a research topic in stem?

Check out how to choose a research topic in STEM:-

Follow Your Heart

Pick a topic that gets you excited! When you care about what you’re researching, it makes the whole process way more interesting.

Explore Your World

Look around where you are! Your community or school might have cool topics hiding in plain sight. Local stuff tends to give you juicier research material.

Keep It Real

Choose a topic you can actually dive into. Make sure you can easily talk to people or check out places for your research without too much hassle.

Play to Your Strengths

Stick to what you’re good at! Pick a topic that matches your skills. This way, you can show off your best work and get awesome results.

Fill in the Blanks

Find the missing pieces in what’s already out there. What questions haven’t been answered yet? Focusing on those gaps makes your research super important.

Stay Important

Make sure your topic matters! Whether it’s to your science world, the big wide world, or folks who really need help, aim for research that can make a difference.

Be You-nique

Put your own spin on things! Make your research stand out by bringing in your fresh ideas or trying a cool new way of looking at stuff.

Connect the Dots

Think big! Choose a topic that lets you link things from different STEM areas. This way, you get a big-picture view and some super cool insights.

Start Small

Don’t go too crazy at first! Keep your topic nice and focused so you can really dig in and find some awesome stuff without getting overwhelmed.

Picking a rad qualitative research topic is all about going with what you love, keeping it down-to-earth, and making a real impact.

Find something that’s your jam, has a purpose, and is doable, and you’ll rock it!

200 Qualitative Research Topics for STEM Students

Check out 200 qualitative research topics in STEM students:-

Attitudes towards genetic engineering
Ethical implications of cloning
Biodiversity conservation perceptions
Bioethics in STEM education
Experiences in fieldwork research
Biotechnology advancements perceptions
Attitudes towards animal experimentation
Gender roles in biology-related careers
Conservation biology relevance perceptions
Views on biodiversity loss consequences
Green chemistry principles attitudes
Nanotechnology applications perceptions
Experiences in research laboratories
Chemical safety practices attitudes
Gender disparities in chemistry education
Chemistry’s role in environmental sustainability
Interdisciplinary approaches in chemistry
Underrepresented minorities in chemistry
Synthetic biology perceptions
Virtual laboratories impact perceptions
Quantum mechanics perceptions
Space exploration attitudes
Experiences in physics research
Gender stereotypes in physics
Renewable energy technologies perceptions
Women representation in physics
Computational physics attitudes
Minority experiences in physics
Philosophy of physics attitudes
Physics in medical technology perspectives

Mathematics

Applied mathematics perceptions
Mathematical modeling attitudes
Minority experiences in mathematics
Gender roles in mathematics
Technology integration in mathematics
Pure mathematics attitudes
Mathematics and computer science integration
Attitudes towards mathematical competitions
Transfer students’ experiences in mathematics
Mathematical research opportunities perceptions

Computer Science

Artificial intelligence ethics perspectives
Cybersecurity practices attitudes
Female experiences in computer science
Impact of coding boot camps
Blockchain technology perceptions
Computer science’s role in social justice
Open-source software development attitudes
Minority experiences in computer science
Gender disparities in computer science careers
Future computing technologies perspectives

Engineering

Sustainable engineering design perceptions
Robotics applications attitudes
Female experiences in engineering
Ethical engineering practices attitudes
Gender stereotypes in engineering
3D printing integration attitudes
Engineering entrepreneurship perspectives
Minority experiences in engineering
Biomedical engineering perceptions
Engineering’s role in climate change

Environmental Science

Environmental policy perspectives
Renewable energy technologies attitudes
Field research experiences
Climate change education impact
Gender disparities in environmental science
Environmental justice perspectives
Sustainable agriculture practices attitudes
Minority experiences in environmental science
Environmental ethics perceptions
Environmental sustainability perspectives

Health Sciences

Healthcare disparities perceptions
Medical ethics attitudes
Minority experiences in healthcare
Cultural competence training impact
Gender disparities in healthcare careers
Telemedicine integration attitudes
Healthcare accessibility perceptions
Clinical research experiences
Public health initiatives attitudes
Global health issues perspectives
Space exploration ethics perspectives
Astrobiology attitudes
Minority experiences in astronomy
Impact of astronomy outreach programs
Gender disparities in astronomy careers
Cultural representation in astronomy
Citizen science initiatives attitudes
Observatory research experiences
Space colonization perceptions
Future space exploration perspectives

Geology/Earth Science

Natural disaster preparedness perceptions
Climate change education attitudes
Minority experiences in geology
Impact of geology education on environmental attitudes
Gender disparities in geology careers
Sustainable resource management attitudes
Geological engineering perceptions
Laboratory research experiences
Environmental geology perceptions
Geological hazards perspectives

Oceanography/Marine Biology

Marine conservation efforts perspectives
Ocean acidification research attitudes
Minority experiences in marine biology
Impact of oceanography education on environmental stewardship
Gender disparities in marine biology careers
Sustainable fisheries management attitudes
Marine pollution research perceptions
Coral reef conservation perceptions
Climate change impacts on marine ecosystems

Neuroscience

Brain-computer interfaces perceptions
Neuroethics attitudes
Minority experiences in neuroscience
Impact of neuroscience education on mental health perspectives
Gender disparities in neuroscience careers
Diverse populations representation in neuroscience
Neuroimaging techniques attitudes
Neuroplasticity perceptions
Neurodiversity perspectives

Agricultural Science

Sustainable agriculture practices perceptions
GMOs attitudes
Minority experiences in agriculture
Impact of agriculture education on food security perspectives
Gender disparities in agriculture careers
Precision agriculture technologies attitudes
Organic farming practices perceptions
Agricultural biotechnology perceptions
Agricultural sustainability perspectives

Bioinformatics

Personalized medicine perceptions
Data privacy attitudes
Minority experiences in bioinformatics
Impact of bioinformatics education on computational skills
Gender disparities in bioinformatics careers
Machine learning integration attitudes
Genomic data sharing perceptions
Computational research experiences
Pharmacogenomics perceptions
Ethical considerations in bioinformatics

Materials Science

Sustainable materials perspectives
Nanomaterials safety attitudes
Minority experiences in materials science
Impact of materials science education on recycling perspectives
Gender disparities in materials science careers
Biomaterials applications attitudes
Additive manufacturing perceptions
Smart materials perceptions
Materials science sustainability perspectives

Energy Science

Energy conservation practices attitudes
Minority experiences in energy science
Impact of energy science education on sustainability perspectives
Gender disparities in energy science careers
Nuclear energy attitudes
Energy storage solutions perceptions
Hydrogen fuel cells perceptions
Energy policy perspectives
Ethical considerations in robotics research
Autonomous systems attitudes
Minority experiences in robotics
Impact of robotics education on problem-solving skills
Gender disparities in robotics careers
Human-robot interaction attitudes
Robot ethics perceptions
Research and development project experiences
Artificial intelligence in robotics perceptions
Future robotics perspectives

Cognitive Science

Consciousness studies perceptions
Cognitive biases attitudes
Minority experiences in cognitive science
Impact of cognitive science education on critical thinking skills
Gender disparities in cognitive science careers
Interdisciplinary approaches attitudes
Cognitive neuroscience research perceptions
Artificial intelligence in cognitive science perceptions
Philosophy of mind perspectives

Environmental Engineering

Sustainable infrastructure perspectives
Water resource management attitudes
Minority experiences in environmental engineering
Impact of environmental engineering education on pollution control perspectives
Gender disparities in environmental engineering careers
Green building technologies attitudes
Environmental impact assessment perceptions
Wastewater treatment technologies perceptions
Environmental remediation perspectives

Renewable Energy Engineering

Solar energy technologies perceptions
Wind energy development attitudes
Minority experiences in renewable energy engineering
Impact of renewable energy engineering education on sustainability perspectives
Gender disparities in renewable energy engineering careers
Bioenergy production attitudes
Geothermal energy technologies perceptions
Policy implications for renewable energy perspectives

These topics provide a range of options for qualitative research across various STEM disciplines, focusing on student perspectives and experiences.

Tips for Conducting Qualitative Research

Check out the tips for conducting qualitative research:-

Practice really listening without jumping to conclusions when chatting with people or observing stuff. Let them steer the conversation.

Instead of just reading about it, get your hands dirty with interviews, focus groups, and hands-on research. Learning by doing is the way to go.

Roll with it!

Qualitative research is like a rollercoaster; it changes. Be ready to adapt your methods as you learn new things, and keep that curious mindset.

Take time to build real connections with the folks you’re studying. Trust and honesty go a long way and give you way cooler insights.

Spot the little things!

Train your eyes to notice tiny behaviors, interactions, and things around you. They often tell a much bigger story.

Ask cool questions!

Instead of yes or no stuff, go for questions that get people talking and sharing their stories. Keep it chill and let the conversation flow.

Check things out from different angles!

Don’t rely on just one source or method. Mix it up to make sure you’re on the right track and not missing anything.

Think about it!

Keep a journal to jot down your thoughts and check how your own ideas might affect your research. It’s like having a conversation with yourself.

Stay organized!

Keep your interviews, notes, and everything in order. Even the small details matter, so don’t skip the nitty-gritty.

Tech is cool, but…

Use recording tools and tech, but don’t forget about connecting with people face-to-face. Balance is key.

Tell a good story!

Work on your storytelling skills. Make your research findings interesting and easy to understand for everyone.

Patience is key!

It takes time and practice to feel confident in digging out the cool human insights that qualitative research brings. Stick with it!

What is the best research topic for stem students qualitative?

Check out the best research topic for STEM students qualitative

Tech and Society Vibes

Check out what regular folks think about cool stuff like AI or gene editing.
See the tough choices scientists face when working on game-changing tech.

STEM for Everyone

Dig into the challenges people from different backgrounds face in the STEM world.
Check if programs meant to make STEM more diverse are hitting the mark.

What STEM Schooling Does for Us

Figure out how different ways of teaching STEM affect what we learn and how much we care.
Explore how STEM learning helps us prep for jobs and tackle big problems.

How Science Talks to Us

See if the ways scientists explain things to regular folks actually make sense.
Check out how fake news might mess with what people think about science.

Remember, these are just starting points. The best topic is the one that gets you amped up and lets you dive deep into something you love in STEM, using cool methods like interviews. Enjoy the ride!

What are the 10 examples of research title qualitative?

Check out the 10 examples of research title qualitative:-

“The Stories of LGBTQ+ Students in STEM Classes”
“How Mentors Help Women in Engineering”
“How Your Culture Affects Learning Science and Math”
“What Parents Have to Say about Their Kids Choosing Science Careers”
“The Tough Choices Researchers Face in Biomedical Science”
“Indigenous Voices in Environmental Science”
“Is Online Learning Making Math More Fun?”
“Why Some People Don’t Choose Computer Science”
“Learning Physics by Doing Projects: Does It Work?”
“First-Gen Students in STEM: What’s Hard and What Helps”

These titles aim to make the research topics sound more accessible and interesting.

What topics can be studied using qualitative research?

Hey there! Qualitative research is like a detective, diving deep into the world of experiences, opinions, and stories. Check out some awesome topics perfect for this type of investigation:

Cultural Adventures

Dig into how different groups do their thing—rituals, traditions, the whole shebang!

Inequality Chronicles

Uncover the real stories of people facing discrimination, poverty, or social unfairness.

Tech and Social Fun

Find out how social media affects our moods, relationships, and what we think about the world.

Edu-Exploration

See if educational programs are making a real impact on students—Are they learning, loving it, and feeling good?

Health Heroes’ Tales

Peek into the lives of folks dealing with healthcare. What’s the real deal with treatments and how does it affect their daily grind?

Business Buzz

Get the scoop on why we buy things! What makes us tick, and how do marketing tricks play into our decisions?

Workplace Wonders

Explore how the vibe at work—how the boss acts, the office culture—shapes how employees feel and perform.

Learn-O-Rama

Find out how students tackle learning. What works for them, what doesn’t, and what makes school a cool place to be.

Personal Stories Rock

Everyone’s got a story. Dive into individual journeys, how historical events affect us, and how personal experiences shape who we are.

Remember, these topics let us peek into the juicy details of human life that numbers alone can’t quite capture. Get ready for some fascinating discoveries!

Alright, let’s break it down in human terms. Imagine being a STEM student, right? Well, there’s more to it than just crunching numbers or running experiments in a lab. We can dive into real-life stories and experiences.

Think about how tech impacts our daily lives or how students actually deal with learning STEM stuff. It’s not just about formulas; it’s about understanding the people behind the science.

And hey, when we explore the culture in scientific communities, it’s like peeking behind the curtain to see how things really work.

Qualitative research opens up this whole new world for STEM students, letting them tackle real-world problems with a fresh, human perspective.

It’s not just about data; it’s about making STEM better for everyone by understanding the people it affects. Cool, right?

Frequently Asked Questions

What is the difference between qualitative and quantitative research in stem.

Qualitative research emphasizes in-depth exploration and understanding of phenomena through methods like interviews and observations, while quantitative research focuses on numerical data and statistical analysis.

How can STEM students ensure the validity and reliability of qualitative research data?

Strategies such as triangulation, member checking, and peer debriefing can help ensure the validity and reliability of qualitative research data by enhancing trustworthiness and credibility.

Research and trends in STEM education: a systematic review of journal publications

Yeping Li 1 ,
Ke Wang 2 ,
Yu Xiao 1 &
Jeffrey E. Froyd 3

International Journal of STEM Education volume 7 , Article number: 11 ( 2020 ) Cite this article

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With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.

Introduction

A recent review of 144 publications in the International Journal of STEM Education ( IJ - STEM ) showed how scholarship in science, technology, engineering, and mathematics (STEM) education developed between August 2014 and the end of 2018 through the lens of one journal (Li, Froyd, & Wang, 2019 ). The review of articles published in only one journal over a short period of time prompted the need to review the status and trends in STEM education research internationally by analyzing articles published in a wider range of journals over a longer period of time.

With global recognition of the growing importance of STEM education, we have witnessed the urgent need to support research and scholarship in STEM education (Li, 2014 , 2018a ). Researchers and educators have responded to this on-going call and published their scholarly work through many different publication outlets including journals, books, and conference proceedings. A simple Google search with the term “STEM,” “STEM education,” or “STEM education research” all returned more than 450,000,000 items. Such voluminous information shows the rapidly evolving and vibrant field of STEM education and sheds light on the volume of STEM education research. In any field, it is important to know and understand the status and trends in scholarship for the field to develop and be appropriately supported. This applies to STEM education.

Conducting systematic reviews to explore the status and trends in specific disciplines is common in educational research. For example, researchers surveyed the historical development of research in mathematics education (Kilpatrick, 1992 ) and studied patterns in technology usage in mathematics education (Bray & Tangney, 2017 ; Sokolowski, Li, & Willson, 2015 ). In science education, Tsai and his colleagues have conducted a sequence of reviews of journal articles to synthesize research trends in every 5 years since 1998 (i.e., 1998–2002, 2003–2007, 2008–2012, and 2013–2017), based on publications in three main science education journals including, Science Education , the International Journal of Science Education , and the Journal of Research in Science Teaching (e.g., Lin, Lin, Potvin, & Tsai, 2019 ; Tsai & Wen, 2005 ). Erduran, Ozdem, and Park ( 2015 ) reviewed argumentation in science education research from 1998 to 2014 and Minner, Levy, and Century ( 2010 ) reviewed inquiry-based science instruction between 1984 and 2002. There are also many literature reviews and syntheses in engineering and technology education (e.g., Borrego, Foster, & Froyd, 2015 ; Xu, Williams, Gu, & Zhang, 2019 ). All of these reviews have been well received in different fields of traditional disciplinary education as they critically appraise and summarize the state-of-art of relevant research in a field in general or with a specific focus. Both types of reviews have been conducted with different methods for identifying, collecting, and analyzing relevant publications, and they differ in terms of review aim and topic scope, time period, and ways of literature selection. In this review, we systematically analyze journal publications in STEM education research to overview STEM education scholarship development broadly and globally.

The complexity and ambiguity of examining the status and trends in STEM education research

A review of research development in a field is relatively straight forward, when the field is mature and its scope can be well defined. Unlike discipline-based education research (DBER, National Research Council, 2012 ), STEM education is not a well-defined field. Conducting a comprehensive literature review of STEM education research require careful thought and clearly specified scope to tackle the complexity naturally associated with STEM education. In the following sub-sections, we provide some further discussion.

Diverse perspectives about STEM and STEM education

STEM education as explicated by the term does not have a long history. The interest in helping students learn across STEM fields can be traced back to the 1990s when the US National Science Foundation (NSF) formally included engineering and technology with science and mathematics in undergraduate and K-12 school education (e.g., National Science Foundation, 1998 ). It coined the acronym SMET (science, mathematics, engineering, and technology) that was subsequently used by other agencies including the US Congress (e.g., United States Congress House Committee on Science, 1998 ). NSF also coined the acronym STEM to replace SMET (e.g., Christenson, 2011 ; Chute, 2009 ) and it has become the acronym of choice. However, a consensus has not been reached on the disciplines included within STEM.

To clarify its intent, NSF published a list of approved fields it considered under the umbrella of STEM (see http://bit.ly/2Bk1Yp5 ). The list not only includes disciplines widely considered under the STEM tent (called “core” disciplines, such as physics, chemistry, and materials research), but also includes disciplines in psychology and social sciences (e.g., political science, economics). However, NSF’s list of STEM fields is inconsistent with other federal agencies. Gonzalez and Kuenzi ( 2012 ) noted that at least two US agencies, the Department of Homeland Security and Immigration and Customs Enforcement, use a narrower definition that excludes social sciences. Researchers also view integration across different disciplines of STEM differently using various terms such as, multidisciplinary, interdisciplinary, and transdisciplinary (Vasquez, Sneider, & Comer, 2013 ). These are only two examples of the ambiguity and complexity in describing and specifying what constitutes STEM.

Multiple perspectives about the meaning of STEM education adds further complexity to determining the extent to which scholarly activity can be categorized as STEM education. For example, STEM education can be viewed with a broad and inclusive perspective to include education in the individual disciplines of STEM, i.e., science education, technology education, engineering education, and mathematics education, as well as interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines (English, 2016 ; Li, 2014 ). On the other hand, STEM education can be viewed by others as referring only to interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines (Honey, Pearson, & Schweingruber, 2014 ; Johnson, Peters-Burton, & Moore, 2015 ; Kelley & Knowles, 2016 ; Li, 2018a ). These multiple perspectives allow scholars to publish articles in a vast array and diverse journals, as long as journals are willing to take the position as connected with STEM education. At the same time, however, the situation presents considerable challenges for researchers intending to locate, identify, and classify publications as STEM education research. To tackle such challenges, we tried to find out what we can learn from prior reviews related to STEM education.

Guidance from prior reviews related to STEM education

A search for reviews of STEM education research found multiple reviews that could suggest approaches for identifying publications (e.g., Brown, 2012 ; Henderson, Beach, & Finkelstein, 2011 ; Kim, Sinatra, & Seyranian, 2018 ; Margot & Kettler, 2019 ; Minichiello, Hood, & Harkness, 2018 ; Mizell & Brown, 2016 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ). The review conducted by Brown ( 2012 ) examined the research base of STEM education. He addressed the complexity and ambiguity by confining the review with publications in eight journals, two in each individual discipline, one academic research journal (e.g., the Journal of Research in Science Teaching ) and one practitioner journal (e.g., Science Teacher ). Journals were selected based on suggestions from some faculty members and K-12 teachers. Out of 1100 articles published in these eight journals from January 1, 2007, to October 1, 2010, Brown located 60 articles that authors self-identified as connected to STEM education. He found that the vast majority of these 60 articles focused on issues beyond an individual discipline and there was a research base forming for STEM education. In a follow-up study, Mizell and Brown ( 2016 ) reviewed articles published from January 2013 to October 2015 in the same eight journals plus two additional journals. Mizell and Brown used the same criteria to identify and include articles that authors self-identified as connected to STEM education, i.e., if the authors included STEM in the title or author-supplied keywords. In comparison to Brown’s findings, they found that many more STEM articles were published in a shorter time period and by scholars from many more different academic institutions. Taking together, both Brown ( 2012 ) and Mizell and Brown ( 2016 ) tended to suggest that STEM education mainly consists of interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines, but their approach consisted of selecting a limited number of individual discipline-based journals and then selecting articles that authors self-identified as connected to STEM education.

In contrast to reviews on STEM education, in general, other reviews focused on specific issues in STEM education (e.g., Henderson et al., 2011 ; Kim et al., 2018 ; Margot & Kettler, 2019 ; Minichiello et al., 2018 ; Schreffler, Vasquez III, Chini, & James, 2019 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ). For example, the review by Henderson et al. ( 2011 ) focused on instructional change in undergraduate STEM courses based on 191 conceptual and empirical journal articles published between 1995 and 2008. Margot and Kettler ( 2019 ) focused on what is known about teachers’ values, beliefs, perceived barriers, and needed support related to STEM education based on 25 empirical journal articles published between 2000 and 2016. The focus of these reviews allowed the researchers to limit the number of articles considered, and they typically used keyword searches of selected databases to identify articles on STEM education. Some researchers used this approach to identify publications from journals only (e.g., Henderson et al., 2011 ; Margot & Kettler, 2019 ; Schreffler et al., 2019 ), and others selected and reviewed publications beyond journals (e.g., Minichiello et al., 2018 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ).

The discussion in this section suggests possible reasons contributing to the absence of a general literature review of STEM education research and development: (1) diverse perspectives in existence about STEM and STEM education that contribute to the difficulty of specifying a scope of literature review, (2) its short but rapid development history in comparison to other discipline-based education (e.g., science education), and (3) difficulties in deciding how to establish the scope of the literature review. With respect to the third reason, prior reviews have used one of two approaches to identify and select articles: (a) identifying specific journals first and then searching and selecting specific articles from these journals (e.g., Brown, 2012 ; Erduran et al., 2015 ; Mizell & Brown, 2016 ) and (b) conducting selected database searches with keywords based on a specific focus (e.g., Margot & Kettler, 2019 ; Thibaut et al., 2018 ). However, neither the first approach of selecting a limited number of individual discipline-based journals nor the second approach of selecting a specific focus for the review leads to an approach that provides a general overview of STEM education scholarship development based on existing journal publications.

Current review

Two issues were identified in setting the scope for this review.

What time period should be considered?

What publications will be selected for review?

Time period

We start with the easy one first. As discussed above, the acronym STEM did exist until the early 2000s. Although the existence of the acronym does not generate scholarship on student learning in STEM disciplines, it is symbolic and helps focus attention to efforts in STEM education. Since we want to examine the status and trends in STEM education, it is reasonable to start with the year 2000. Then, we can use the acronym of STEM as an identifier in locating specific research articles in a way as done by others (e.g., Brown, 2012 ; Mizell & Brown, 2016 ). We chose the end of 2018 as the end of the time period for our review that began during 2019.

Focusing on publications beyond individual discipline-based journals

As mentioned before, scholars responded to the call for scholarship development in STEM education with publications that appeared in various outlets and diverse languages, including journals, books, and conference proceedings. However, journal publications are typically credited and valued as one of the most important outlets for research exchange (e.g., Erduran et al., 2015 ; Henderson et al., 2011 ; Lin et al., 2019 ; Xu et al., 2019 ). Thus, in this review, we will also focus on articles published in journals in English.

The discourse above on the complexity and ambiguity regarding STEM education suggests that scholars may publish their research in a wide range of journals beyond individual discipline-based journals. To search and select articles from a wide range of journals, we thought about the approach of searching selected databases with keywords as other scholars used in reviewing STEM education with a specific focus. However, existing journals in STEM education do not have a long history. In fact, IJ-STEM is the first journal in STEM education that has just been accepted into the Social Sciences Citation Index (SSCI) (Li, 2019a ). Publications in many STEM education journals are practically not available in several important and popular databases, such as the Web of Science and Scopus. Moreover, some journals in STEM education were not normalized due to a journal’s name change or irregular publication schedule. For example, the Journal of STEM Education was named as Journal of SMET Education when it started in 2000 in a print format, and the journal’s name was not changed until 2003, Vol 4 (3 and 4), and also went fully on-line starting 2004 (Raju & Sankar, 2003 ). A simple Google Scholar search with keywords will not be able to provide accurate information, unless you visit the journal’s website to check all publications over the years. Those added complexities prevented us from taking the database search as a viable approach. Thus, we decided to identify journals first and then search and select articles from these journals. Further details about the approach are provided in the “ Method ” section.

Research questions

Given a broader range of journals and a longer period of time to be covered in this review, we can examine some of the same questions as the IJ-STEM review (Li, Froyd, & Wang, 2019 ), but we do not have access to data on readership, articles accessed, or articles cited for the other journals selected for this review. Specifically, we are interested in addressing the following six research questions:

What were the status and trends in STEM education research from 2000 to the end of 2018 based on journal publications?

What were the patterns of publications in STEM education research across different journals?

Which countries or regions, based on the countries or regions in which authors were located, contributed to journal publications in STEM education?

What were the patterns of single-author and multiple-author publications in STEM education?

What main topics had emerged in STEM education research based on the journal publications?

What research methods did authors tend to use in conducting STEM education research?

Based on the above discussion, we developed the methods for this literature review to follow careful sequential steps to identify journals first and then identify and select STEM education research articles published in these journals from January 2000 to the end of 2018. The methods should allow us to obtain a comprehensive overview about the status and trends of STEM education research based on a systematic analysis of related publications from a broad range of journals and over a longer period of time.

Identifying journals

We used the following three steps to search and identify journals for inclusion:

We assumed articles on research in STEM education have been published in journals that involve more than one traditional discipline. Thus, we used Google to search and identify all education journals with their titles containing either two, three, or all four disciplines of STEM. For example, we did Google search of all the different combinations of three areas of science, mathematics, technology Footnote 1 , and engineering as contained in a journal’s title. In addition, we also searched possible journals containing the word STEAM in the title.

Since STEM education may be viewed as encompassing discipline-based education research, articles on STEM education research may have been published in traditional discipline-based education journals, such as the Journal of Research in Science Teaching . However, there are too many such journals. Yale’s Poorvu Center for Teaching and Learning has listed 16 journals that publish articles spanning across undergraduate STEM education disciplines (see https://poorvucenter.yale.edu/FacultyResources/STEMjournals ). Thus, we selected from the list some individual discipline-based education research journals, and also added a few more common ones such as the Journal of Engineering Education .

Since articles on research in STEM education have appeared in some general education research journals, especially those well-established ones. Thus, we identified and selected a few of those journals that we noticed some publications in STEM education research.

Following the above three steps, we identified 45 journals (see Table 1 ).

Identifying articles

In this review, we will not discuss or define the meaning of STEM education. We used the acronym STEM (or STEAM, or written as the phrase of “science, technology, engineering, and mathematics”) as a term in our search of publication titles and/or abstracts. To identify and select articles for review, we searched all items published in those 45 journals and selected only those articles that author(s) self-identified with the acronym STEM (or STEAM, or written as the phrase of “science, technology, engineering, and mathematics”) in the title and/or abstract. We excluded publications in the sections of practices, letters to editors, corrections, and (guest) editorials. Our search found 798 publications that authors self-identified as in STEM education, identified from 36 journals. The remaining 9 journals either did not have publications that met our search terms or published in another language other than English (see the two separate lists in Table 1 ).

Data analysis

To address research question 3, we analyzed authorship to examine which countries/regions contributed to STEM education research over the years. Because each publication may have either one or multiple authors, we used two different methods to analyze authorship nationality that have been recognized as valuable from our review of IJ-STEM publications (Li, Froyd, & Wang, 2019 ). The first method considers only the corresponding author’s (or the first author, if no specific indication is given about the corresponding author) nationality and his/her first institution affiliation, if multiple institution affiliations are listed. Method 2 considers every author of a publication, using the following formula (Howard, Cole, & Maxwell, 1987 ) to quantitatively assign and estimate each author’s contribution to a publication (and thus associated institution’s productivity), when multiple authors are included in a publication. As an example, each publication is given one credit point. For the publication co-authored by two, the first author would be given 0.6 and the second author 0.4 credit point. For an article contributed jointly by three authors, the three authors would be credited with scores of 0.47, 0.32, and 0.21, respectively.

After calculating all the scores for each author of each paper, we added all the credit scores together in terms of each author’s country/region. For brevity, we present only the top 10 countries/regions in terms of their total credit scores calculated using these two different methods, respectively.

To address research question 5, we used the same seven topic categories identified and used in our review of IJ-STEM publications (Li, Froyd, & Wang, 2019 ). We tested coding 100 articles first to ensure the feasibility. Through test-coding and discussions, we found seven topic categories could be used to examine and classify all 798 items.

K-12 teaching, teacher, and teacher education in STEM (including both pre-service and in-service teacher education)

Post-secondary teacher and teaching in STEM (including faculty development, etc.)

K-12 STEM learner, learning, and learning environment

Post-secondary STEM learner, learning, and learning environments (excluding pre-service teacher education)

Policy, curriculum, evaluation, and assessment in STEM (including literature review about a field in general)

Culture and social and gender issues in STEM education

History, epistemology, and perspectives about STEM and STEM education

To address research question 6, we coded all 798 publications in terms of (1) qualitative methods, (2) quantitative methods, (3) mixed methods, and (4) non-empirical studies (including theoretical or conceptual papers, and literature reviews). We assigned each publication to only one research topic and one method, following the process used in the IJ-STEM review (Li, Froyd, & Wang, 2019 ). When there was more than one topic or method that could have been used for a publication, a decision was made in choosing and assigning a topic or a method. The agreement between two coders for all 798 publications was 89.5%. When topic and method coding discrepancies occurred, a final decision was reached after discussion.

Results and discussion

In the following sections, we report findings as corresponding to each of the six research questions.

The status and trends of journal publications in STEM education research from 2000 to 2018

Figure 1 shows the number of publications per year. As Fig. 1 shows, the number of publications increased each year beginning in 2010. There are noticeable jumps from 2015 to 2016 and from 2017 to 2018. The result shows that research in STEM education had grown significantly since 2010, and the most recent large number of STEM education publications also suggests that STEM education research gained its own recognition by many different journals for publication as a hot and important topic area.

The distribution of STEM education publications over the years

Among the 798 articles, there were 549 articles with the word “STEM” (or STEAM, or written with the phrase of “science, technology, engineering, and mathematics”) included in the article’s title or both title and abstract and 249 articles without such identifiers included in the title but abstract only. The results suggest that many scholars tended to include STEM in the publications’ titles to highlight their research in or about STEM education. Figure 2 shows the number of publications per year where publications are distinguished depending on whether they used the term STEM in the title or only in the abstract. The number of publications in both categories had significant increases since 2010. Use of the acronym STEM in the title was growing at a faster rate than using the acronym only in the abstract.

The trends of STEM education publications with vs. without STEM included in the title

Not all the publications that used the acronym STEM in the title and/or abstract reported on a study involving all four STEM areas. For each publication, we further examined the number of the four areas involved in the reported study.

Figure 3 presents the number of publications categorized by the number of the four areas involved in the study, breaking down the distribution of these 798 publications in terms of the content scope being focused on. Studies involving all four STEM areas are the most numerous with 488 (61.2%) publications, followed by involving one area (141, 17.7%), then studies involving both STEM and non-STEM (84, 10.5%), and finally studies involving two or three areas of STEM (72, 9%; 13, 1.6%; respectively). Publications that used the acronym STEAM in either the title or abstract were classified as involving both STEM and non-STEM. For example, both of the following publications were included in this category.

Dika and D’Amico ( 2016 ). “Early experiences and integration in the persistence of first-generation college students in STEM and non-STEM majors.” Journal of Research in Science Teaching , 53 (3), 368–383. (Note: this article focused on early experience in both STEM and Non-STEM majors.)

Sochacka, Guyotte, and Walther ( 2016 ). “Learning together: A collaborative autoethnographic exploration of STEAM (STEM+ the Arts) education.” Journal of Engineering Education , 105 (1), 15–42. (Note: this article focused on STEAM (both STEM and Arts).)

Publication distribution in terms of content scope being focused on. (Note: 1=single subject of STEM, 2=two subjects of STEM, 3=three subjects of STEM, 4=four subjects of STEM, 5=topics related to both STEM and non-STEM)

Figure 4 presents the number of publications per year in each of the five categories described earlier (category 1, one area of STEM; category 2, two areas of STEM; category 3, three areas of STEM; category 4, four areas of STEM; category 5, STEM and non-STEM). The category that had grown most rapidly since 2010 is the one involving all four areas. Recent growth in the number of publications in category 1 likely reflected growing interest of traditional individual disciplinary based educators in developing and sharing multidisciplinary and interdisciplinary scholarship in STEM education, as what was noted recently by Li and Schoenfeld ( 2019 ) with publications in IJ-STEM.

Publication distribution in terms of content scope being focused on over the years

Patterns of publications across different journals

Among the 36 journals that published STEM education articles, two are general education research journals (referred to as “subject-0”), 12 with their titles containing one discipline of STEM (“subject-1”), eight with journal’s titles covering two disciplines of STEM (“subject-2”), six covering three disciplines of STEM (“subject-3”), seven containing the word STEM (“subject-4”), and one in STEAM education (“subject-5”).

Table 2 shows that both subject-0 and subject-1 journals were usually mature journals with a long history, and they were all traditional subscription-based journals, except the Journal of Pre - College Engineering Education Research , a subject-1 journal established in 2011 that provided open access (OA). In comparison to subject-0 and subject-1 journals, subject-2 and subject-3 journals were relatively newer but still had quite many years of history on average. There are also some more journals in these two categories that provided OA. Subject-4 and subject-5 journals had a short history, and most provided OA. The results show that well-established journals had tended to focus on individual disciplines or education research in general. Multidisciplinary and interdisciplinary education journals were started some years later, followed by the recent establishment of several STEM or STEAM journals.

Table 2 also shows that subject-1, subject-2, and subject-4 journals published approximately a quarter each of the publications. The number of publications in subject-1 journals is interested, because we selected a relatively limited number of journals in this category. There are many other journals in the subject-1 category (as well as subject-0 journals) that we did not select, and thus it is very likely that we did not include some STEM education articles published in subject-0 or subject-1 journals that we did not include in our study.

Figure 5 shows the number of publications per year in each of the five categories described earlier (subject-0 through subject-5). The number of publications per year in subject-5 and subject-0 journals did not change much over the time period of the study. On the other hand, the number of publications per year in subject-4 (all 4 areas), subject-1 (single area), and subject-2 journals were all over 40 by the end of the study period. The number of publications per year in subject-3 journals increased but remained less than 30. At first sight, it may be a bit surprising that the number of publications in STEM education per year in subject-1 journals increased much faster than those in subject-2 journals over the past few years. However, as Table 2 indicates these journals had long been established with great reputations, and scholars would like to publish their research in such journals. In contrast to the trend in subject-1 journals, the trend in subject-4 journals suggests that STEM education journals collectively started to gain its own identity for publishing and sharing STEM education research.

STEM education publication distribution across different journal categories over the years. (Note: 0=subject-0; 1=subject-1; 2=subject-2; 3=subject-3; 4=subject-4; 5=subject-5)

Figure 6 shows the number of STEM education publications in each journal where the bars are color-coded (yellow, subject-0; light blue, subject-1; green, subject-2; purple, subject-3; dark blue, subject-4; and black, subject-5). There is no clear pattern shown in terms of the overall number of STEM education publications across categories or journals, but very much individual journal-based performance. The result indicates that the number of STEM education publications might heavily rely on the individual journal’s willingness and capability of attracting STEM education research work and thus suggests the potential value of examining individual journal’s performance.

Publication distribution across all 36 individual journals across different categories with the same color-coded for journals in the same subject category

The top five journals in terms of the number of STEM education publications are Journal of Science Education and Technology (80 publications, journal number 25 in Fig. 6 ), Journal of STEM Education (65 publications, journal number 26), International Journal of STEM Education (64 publications, journal number 17), International Journal of Engineering Education (54 publications, journal number 12), and School Science and Mathematics (41 publications, journal number 31). Among these five journals, two journals are specifically on STEM education (J26, J17), two on two subjects of STEM (J25, J31), and one on one subject of STEM (J12).

Figure 7 shows the number of STEM education publications per year in each of these top five journals. As expected, based on earlier trends, the number of publications per year increased over the study period. The largest increase was in the International Journal of STEM Education (J17) that was established in 2014. As the other four journals were all established in or before 2000, J17’s short history further suggests its outstanding performance in attracting and publishing STEM education articles since 2014 (Li, 2018b ; Li, Froyd, & Wang, 2019 ). The increase was consistent with the journal’s recognition as the first STEM education journal for inclusion in SSCI starting in 2019 (Li, 2019a ).

Publication distribution of selected five journals over the years. (Note: J12: International Journal of Engineering Education; J17: International Journal of STEM Education; J25: Journal of Science Education and Technology; J26: Journal of STEM Education; J31: School Science and Mathematics)

Top 10 countries/regions where scholars contributed journal publications in STEM education

Table 3 shows top countries/regions in terms of the number of publications, where the country/region was established by the authorship using the two different methods presented above. About 75% (depending on the method) of contributions were made by authors from the USA, followed by Australia, Canada, Taiwan, and UK. Only Africa as a continent was not represented among the top 10 countries/regions. The results are relatively consistent with patterns reported in the IJ-STEM study (Li, Froyd, & Wang, 2019 )

Further examination of Table 3 reveals that the two methods provide not only fairly consistent results but also yield some differences. For example, Israel and Germany had more publication credit if only the corresponding author was considered, but South Korea and Turkey had more publication credit when co-authors were considered. The results in Table 3 show that each method has value when analyzing and comparing publications by country/region or institution based on authorship.

Recognizing that, as shown in Fig. 1 , the number of publications per year increased rapidly since 2010, Table 4 shows the number of publications by country/region over a 10-year period (2009–2018) and Table 5 shows the number of publications by country/region over a 5-year period (2014–2018). The ranks in Tables 3 , 4 , and 5 are fairly consistent, but that would be expected since the larger numbers of publications in STEM education had occurred in recent years. At the same time, it is interesting to note in Table 5 some changes over the recent several years with Malaysia, but not Israel, entering the top 10 list when either method was used to calculate author's credit.

Patterns of single-author and multiple-author publications in STEM education

Since STEM education differs from traditional individual disciplinary education, we are interested in determining how common joint co-authorship with collaborations was in STEM education articles. Figure 8 shows that joint co-authorship was very common among these 798 STEM education publications, with 83.7% publications with two or more co-authors. Publications with two, three, or at least five co-authors were highest, with 204, 181, and 157 publications, respectively.

Number of publications with single or different joint authorship. (Note: 1=single author; 2=two co-authors; 3=three co-authors; 4=four co-authors; 5=five or more co-authors)

Figure 9 shows the number of publications per year using the joint authorship categories in Fig. 8 . Each category shows an increase consistent with the increase shown in Fig. 1 for all 798 publications. By the end of the time period, the number of publications with two, three, or at least five co-authors was the largest, which might suggest an increase in collaborations in STEM education research.

Publication distribution with single or different joint authorship over the years. (Note: 1=single author; 2=two co-authors; 3=three co-authors; 4=four co-authors; 5=five or more co-authors)

Co-authors can be from the same or different countries/regions. Figure 10 shows the number of publications per year by single authors (no collaboration), co-authors from the same country (collaboration in a country/region), and co-authors from different countries (collaboration across countries/regions). Each year the largest number of publications was by co-authors from the same country, and the number increased dramatically during the period of the study. Although the number of publications in the other two categories increased, the numbers of publications were noticeably fewer than the number of publications by co-authors from the same country.

Publication distribution in authorship across different categories in terms of collaboration over the years

Published articles by research topics

Figure 11 shows the number of publications in each of the seven topic categories. The topic category of goals, policy, curriculum, evaluation, and assessment had almost half of publications (375, 47%). Literature reviews were included in this topic category, as providing an overview assessment of education and research development in a topic area or a field. Sample publications included in this category are listed as follows:

DeCoito ( 2016 ). “STEM education in Canada: A knowledge synthesis.” Canadian Journal of Science , Mathematics and Technology Education , 16 (2), 114–128. (Note: this article provides a national overview of STEM initiatives and programs, including success, criteria for effective programs and current research in STEM education.)

Ring-Whalen, Dare, Roehrig, Titu, and Crotty ( 2018 ). “From conception to curricula: The role of science, technology, engineering, and mathematics in integrated STEM units.” International Journal of Education in Mathematics Science and Technology , 6 (4), 343–362. (Note: this article investigates the conceptions of integrated STEM education held by in-service science teachers through the use of photo-elicitation interviews and examines how those conceptions were reflected in teacher-created integrated STEM curricula.)

Schwab et al. ( 2018 ). “A summer STEM outreach program run by graduate students: Successes, challenges, and recommendations for implementation.” Journal of Research in STEM Education , 4 (2), 117–129. (Note: the article details the organization and scope of the Foundation in Science and Mathematics Program and evaluates this program.)

Frequencies of publications’ research topic distributions. (Note: 1=K-12 teaching, teacher and teacher education; 2=Post-secondary teacher and teaching; 3=K-12 STEM learner, learning, and learning environment; 4=Post-secondary STEM learner, learning, and learning environments; 5=Goals and policy, curriculum, evaluation, and assessment (including literature review); 6=Culture, social, and gender issues; 7=History, philosophy, Epistemology, and nature of STEM and STEM education)

The topic with the second most publications was “K-12 teaching, teacher and teacher education” (103, 12.9%), followed closely by “K-12 learner, learning, and learning environment” (97, 12.2%). The results likely suggest the research community had a broad interest in both teaching and learning in K-12 STEM education. The top three topics were the same in the IJ-STEM review (Li, Froyd, & Wang, 2019 ).

Figure 11 also shows there was a virtual tie between two topics with the fourth most cumulative publications, “post-secondary STEM learner & learning” (76, 9.5%) and “culture, social, and gender issues in STEM” (78, 9.8%), such as STEM identity, students’ career choices in STEM, and inclusion. This result is different from the IJ-STEM review (Li, Froyd, & Wang, 2019 ), where “post-secondary STEM teacher & teaching” and “post-secondary STEM learner & learning” were tied as the fourth most common topics. This difference is likely due to the scope of journals and the length of the time period being reviewed.

Figure 12 shows the number of publications per year in each topic category. As expected from the results in Fig. 11 the number of publications in topic category 5 (goals, policy, curriculum, evaluation, and assessment) was the largest each year. The numbers of publications in topic category 3 (K-12 learner, learning, and learning environment), 1 (K-12 teaching, teacher, and teacher education), 6 (culture, social, and gender issues in STEM), and 4 (post-secondary STEM learner and learning) were also increasing. Although Fig. 11 shows the number of publications in topic category 1 was slightly more than the number of publications in topic category 3 (see Fig. 11 ), the number of publications in topic category 3 was increasing more rapidly in recent years than its counterpart in topic category 1. This may suggest a more rapidly growing interest in K-12 STEM learner, learning, and learning environment. The numbers of publications in topic categories 2 and 7 were not increasing, but the number of publications in IJ-STEM in topic category 2 was notable (Li, Froyd, & Wang, 2019 ). It will be interesting to follow trends in the seven topic categories in the future.

Publication distributions in terms of research topics over the years

Published articles by research methods

Figure 13 shows the number of publications per year by research methods in empirical studies. Publications with non-empirical studies are shown in a separate category. Although the number of publications in each of the four categories increased during the study period, there were many more publications presenting empirical studies than those without. For those with empirical studies, the number of publications using quantitative methods increased most rapidly in recent years, followed by qualitative and then mixed methods. Although there were quite many publications with non-empirical studies (e.g., theoretical or conceptual papers, literature reviews) during the study period, the increase of the number of publications in this category was noticeably less than empirical studies.

Publication distributions in terms of research methods over the years. (Note: 1=qualitative, 2=quantitative, 3=mixed, 4=Non-empirical)

Concluding remarks

The systematic analysis of publications that were considered to be in STEM education in 36 selected journals shows tremendous growth in scholarship in this field from 2000 to 2018, especially over the past 10 years. Our analysis indicates that STEM education research has been increasingly recognized as an important topic area and studies were being published across many different journals. Scholars still hold diverse perspectives about how research is designated as STEM education; however, authors have been increasingly distinguishing their articles with STEM, STEAM, or related words in the titles, abstracts, and lists of keywords during the past 10 years. Moreover, our systematic analysis shows a dramatic increase in the number of publications in STEM education journals in recent years, which indicates that these journals have been collectively developing their own professional identity. In addition, the International Journal of STEM Education has become the first STEM education journal to be accepted in SSCI in 2019 (Li, 2019a ). The achievement may mark an important milestone as STEM education journals develop their own identity for publishing and sharing STEM education research.

Consistent with our previous reviews (Li, Froyd, & Wang, 2019 ; Li, Wang, & Xiao, 2019 ), the vast majority of publications in STEM education research were contributed by authors from the USA, where STEM and STEAM education originated, followed by Australia, Canada, and Taiwan. At the same time, authors in some countries/regions in Asia were becoming very active in the field over the past several years. This trend is consistent with findings from the IJ-STEM review (Li, Froyd, & Wang, 2019 ). We certainly hope that STEM education scholarship continues its development across all five continents to support educational initiatives and programs in STEM worldwide.

Our analysis has shown that collaboration, as indicated by publications with multiple authors, has been very common among STEM education scholars, as that is often how STEM education distinguishes itself from the traditional individual disciplinary based education. Currently, most collaborations occurred among authors from the same country/region, although collaborations across cross-countries/regions were slowly increasing.

With the rapid changes in STEM education internationally (Li, 2019b ), it is often difficult for researchers to get an overall sense about possible hot topics in STEM education especially when STEM education publications appeared in a vast array of journals across different fields. Our systematic analysis of publications has shown that studies in the topic category of goals, policy, curriculum, evaluation, and assessment have been the most prevalent, by far. Our analysis also suggests that the research community had a broad interest in both teaching and learning in K-12 STEM education. These top three topic categories are the same as in the IJ-STEM review (Li, Froyd, & Wang, 2019 ). Work in STEM education will continue to evolve and it will be interesting to review the trends in another 5 years.

Encouraged by our recent IJ-STEM review, we began this review with an ambitious goal to provide an overview of the status and trends of STEM education research. In a way, this systematic review allowed us to achieve our initial goal with a larger scope of journal selection over a much longer period of publication time. At the same time, there are still limitations, such as the decision to limit the number of journals from which we would identify publications for analysis. We understand that there are many publications on STEM education research that were not included in our review. Also, we only identified publications in journals. Although this is one of the most important outlets for scholars to share their research work, future reviews could examine publications on STEM education research in other venues such as books, conference proceedings, and grant proposals.

Availability of data and materials

The data and materials used and analyzed for the report are publicly available at the various journal websites.

Journals containing the word "computers" or "ICT" appeared automatically when searching with the word "technology". Thus, the word of "computers" or "ICT" was taken as equivalent to "technology" if appeared in a journal's name.

Abbreviations

Information and Communications Technology

International Journal of STEM Education

Kindergarten–Grade 12

Science, Mathematics, Engineering, and Technology

Science, Technology, Engineering, Arts, and Mathematics

Science, Technology, Engineering, and Mathematics

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Home » 500+ Qualitative Research Titles and Topics

500+ Qualitative Research Titles and Topics

Table of Contents

Qualitative research is a methodological approach that involves gathering and analyzing non-numerical data to understand and interpret social phenomena. Unlike quantitative research , which emphasizes the collection of numerical data through surveys and experiments, qualitative research is concerned with exploring the subjective experiences, perspectives, and meanings of individuals and groups. As such, qualitative research topics can be diverse and encompass a wide range of social issues and phenomena. From exploring the impact of culture on identity formation to examining the experiences of marginalized communities, qualitative research offers a rich and nuanced perspective on complex social issues. In this post, we will explore some of the most compelling qualitative research topics and provide some tips on how to conduct effective qualitative research.

Qualitative Research Titles

Qualitative research titles often reflect the study’s focus on understanding the depth and complexity of human behavior, experiences, or social phenomena. Here are some examples across various fields:

“Understanding the Impact of Project-Based Learning on Student Engagement in High School Classrooms: A Qualitative Study”
“Navigating the Transition: Experiences of International Students in American Universities”
“The Role of Parental Involvement in Early Childhood Education: Perspectives from Teachers and Parents”
“Exploring the Effects of Teacher Feedback on Student Motivation and Self-Efficacy in Middle Schools”
“Digital Literacy in the Classroom: Teacher Strategies for Integrating Technology in Elementary Education”
“Culturally Responsive Teaching Practices: A Case Study in Diverse Urban Schools”
“The Influence of Extracurricular Activities on Academic Achievement: Student Perspectives”
“Barriers to Implementing Inclusive Education in Public Schools: A Qualitative Inquiry”
“Teacher Professional Development and Its Impact on Classroom Practice: A Qualitative Exploration”
“Student-Centered Learning Environments: A Qualitative Study of Classroom Dynamics and Outcomes”
“The Experience of First-Year Teachers: Challenges, Support Systems, and Professional Growth”
“Exploring the Role of School Leadership in Fostering a Positive School Culture”
“Peer Relationships and Learning Outcomes in Cooperative Learning Settings: A Qualitative Analysis”
“The Impact of Social Media on Student Learning and Engagement: Teacher and Student Perspectives”
“Understanding Special Education Needs: Parent and Teacher Perceptions of Support Services in Schools

Health Science

“Living with Chronic Pain: Patient Narratives and Coping Strategies in Managing Daily Life”
“Healthcare Professionals’ Perspectives on the Challenges of Rural Healthcare Delivery”
“Exploring the Mental Health Impacts of COVID-19 on Frontline Healthcare Workers: A Qualitative Study”
“Patient and Family Experiences of Palliative Care: Understanding Needs and Preferences”
“The Role of Community Health Workers in Improving Access to Maternal Healthcare in Rural Areas”
“Barriers to Mental Health Services Among Ethnic Minorities: A Qualitative Exploration”
“Understanding Patient Satisfaction in Telemedicine Services: A Qualitative Study of User Experiences”
“The Impact of Cultural Competence Training on Healthcare Provider-Patient Communication”
“Navigating the Transition to Adult Healthcare Services: Experiences of Adolescents with Chronic Conditions”
“Exploring the Use of Alternative Medicine Among Patients with Chronic Diseases: A Qualitative Inquiry”
“The Role of Social Support in the Rehabilitation Process of Stroke Survivors”
“Healthcare Decision-Making Among Elderly Patients: A Qualitative Study of Preferences and Influences”
“Nurse Perceptions of Patient Safety Culture in Hospital Settings: A Qualitative Analysis”
“Experiences of Women with Postpartum Depression: Barriers to Seeking Help”
“The Impact of Nutrition Education on Eating Behaviors Among College Students: A Qualitative Approach”
“Understanding Resilience in Survivors of Childhood Trauma: A Narrative Inquiry”
“The Role of Mindfulness in Managing Work-Related Stress Among Corporate Employees: A Qualitative Study”
“Coping Mechanisms Among Parents of Children with Autism Spectrum Disorder”
“Exploring the Psychological Impact of Social Isolation in the Elderly: A Phenomenological Study”
“Identity Formation in Adolescence: The Influence of Social Media and Peer Groups”
“The Experience of Forgiveness in Interpersonal Relationships: A Qualitative Exploration”
“Perceptions of Happiness and Well-Being Among University Students: A Cultural Perspective”
“The Impact of Art Therapy on Anxiety and Depression in Adult Cancer Patients”
“Narratives of Recovery: A Qualitative Study on the Journey Through Addiction Rehabilitation”
“Exploring the Psychological Effects of Long-Term Unemployment: A Grounded Theory Approach”
“Attachment Styles and Their Influence on Adult Romantic Relationships: A Qualitative Analysis”
“The Role of Personal Values in Career Decision-Making Among Young Adults”
“Understanding the Stigma of Mental Illness in Rural Communities: A Qualitative Inquiry”
“Exploring the Use of Digital Mental Health Interventions Among Adolescents: A Qualitative Study”
“The Psychological Impact of Climate Change on Young Adults: An Exploration of Anxiety and Action”
“Navigating Identity: The Role of Social Media in Shaping Youth Culture and Self-Perception”
“Community Resilience in the Face of Urban Gentrification: A Case Study of Neighborhood Change”
“The Dynamics of Intergenerational Relationships in Immigrant Families: A Qualitative Analysis”
“Social Capital and Economic Mobility in Low-Income Neighborhoods: An Ethnographic Approach”
“Gender Roles and Career Aspirations Among Young Adults in Conservative Societies”
“The Stigma of Mental Health in the Workplace: Employee Narratives and Organizational Culture”
“Exploring the Intersection of Race, Class, and Education in Urban School Systems”
“The Impact of Digital Divide on Access to Healthcare Information in Rural Communities”
“Social Movements and Political Engagement Among Millennials: A Qualitative Study”
“Cultural Adaptation and Identity Among Second-Generation Immigrants: A Phenomenological Inquiry”
“The Role of Religious Institutions in Providing Community Support and Social Services”
“Negotiating Public Space: Experiences of LGBTQ+ Individuals in Urban Environments”
“The Sociology of Food: Exploring Eating Habits and Food Practices Across Cultures”
“Work-Life Balance Challenges Among Dual-Career Couples: A Qualitative Exploration”
“The Influence of Peer Networks on Substance Use Among Adolescents: A Community Study”

Business and Management

“Navigating Organizational Change: Employee Perceptions and Adaptation Strategies in Mergers and Acquisitions”
“Corporate Social Responsibility: Consumer Perceptions and Brand Loyalty in the Retail Sector”
“Leadership Styles and Organizational Culture: A Comparative Study of Tech Startups”
“Workplace Diversity and Inclusion: Best Practices and Challenges in Multinational Corporations”
“Consumer Trust in E-commerce: A Qualitative Study of Online Shopping Behaviors”
“The Gig Economy and Worker Satisfaction: Exploring the Experiences of Freelance Professionals”
“Entrepreneurial Resilience: Success Stories and Lessons Learned from Failed Startups”
“Employee Engagement and Productivity in Remote Work Settings: A Post-Pandemic Analysis”
“Brand Storytelling: How Narrative Strategies Influence Consumer Engagement”
“Sustainable Business Practices: Stakeholder Perspectives in the Fashion Industry”
“Cross-Cultural Communication Challenges in Global Teams: Strategies for Effective Collaboration”
“Innovative Workspaces: The Impact of Office Design on Creativity and Collaboration”
“Consumer Perceptions of Artificial Intelligence in Customer Service: A Qualitative Exploration”
“The Role of Mentoring in Career Development: Insights from Women in Leadership Positions”
“Agile Management Practices: Adoption and Impact in Traditional Industries”

Environmental Studies

“Community-Based Conservation Efforts in Tropical Rainforests: A Qualitative Study of Local Perspectives and Practices”
“Urban Sustainability Initiatives: Exploring Resident Participation and Impact in Green City Projects”
“Perceptions of Climate Change Among Indigenous Populations: Insights from Traditional Ecological Knowledge”
“Environmental Justice and Industrial Pollution: A Case Study of Community Advocacy and Response”
“The Role of Eco-Tourism in Promoting Conservation Awareness: Perspectives from Tour Operators and Visitors”
“Sustainable Agriculture Practices Among Smallholder Farmers: Challenges and Opportunities”
“Youth Engagement in Climate Action Movements: Motivations, Perceptions, and Outcomes”
“Corporate Environmental Responsibility: A Qualitative Analysis of Stakeholder Expectations and Company Practices”
“The Impact of Plastic Pollution on Marine Ecosystems: Community Awareness and Behavioral Change”
“Renewable Energy Adoption in Rural Communities: Barriers, Facilitators, and Social Implications”
“Water Scarcity and Community Adaptation Strategies in Arid Regions: A Grounded Theory Approach”
“Urban Green Spaces: Public Perceptions and Use Patterns in Megacities”
“Environmental Education in Schools: Teachers’ Perspectives on Integrating Sustainability into Curricula”
“The Influence of Environmental Activism on Policy Change: Case Studies of Grassroots Campaigns”
“Cultural Practices and Natural Resource Management: A Qualitative Study of Indigenous Stewardship Models”

Anthropology

“Kinship and Social Organization in Matrilineal Societies: An Ethnographic Study”
“Rituals and Beliefs Surrounding Death and Mourning in Diverse Cultures: A Comparative Analysis”
“The Impact of Globalization on Indigenous Languages and Cultural Identity”
“Food Sovereignty and Traditional Agricultural Practices Among Indigenous Communities”
“Navigating Modernity: The Integration of Traditional Healing Practices in Contemporary Healthcare Systems”
“Gender Roles and Equality in Hunter-Gatherer Societies: An Anthropological Perspective”
“Sacred Spaces and Religious Practices: An Ethnographic Study of Pilgrimage Sites”
“Youth Subcultures and Resistance: An Exploration of Identity and Expression in Urban Environments”
“Cultural Constructions of Disability and Inclusion: A Cross-Cultural Analysis”
“Interethnic Marriages and Cultural Syncretism: Case Studies from Multicultural Societies”
“The Role of Folklore and Storytelling in Preserving Cultural Heritage”
“Economic Anthropology of Gift-Giving and Reciprocity in Tribal Communities”
“Digital Anthropology: The Role of Social Media in Shaping Political Movements”
“Migration and Diaspora: Maintaining Cultural Identity in Transnational Communities”
“Cultural Adaptations to Climate Change Among Coastal Fishing Communities”

Communication Studies

“The Dynamics of Family Communication in the Digital Age: A Qualitative Inquiry”
“Narratives of Identity and Belonging in Diaspora Communities Through Social Media”
“Organizational Communication and Employee Engagement: A Case Study in the Non-Profit Sector”
“Cultural Influences on Communication Styles in Multinational Teams: An Ethnographic Approach”
“Media Representation of Women in Politics: A Content Analysis and Audience Perception Study”
“The Role of Communication in Building Sustainable Community Development Projects”
“Interpersonal Communication in Online Dating: Strategies, Challenges, and Outcomes”
“Public Health Messaging During Pandemics: A Qualitative Study of Community Responses”
“The Impact of Mobile Technology on Parent-Child Communication in the Digital Era”
“Crisis Communication Strategies in the Hospitality Industry: A Case Study of Reputation Management”
“Narrative Analysis of Personal Stories Shared on Mental Health Blogs”
“The Influence of Podcasts on Political Engagement Among Young Adults”
“Visual Communication and Brand Identity: A Qualitative Study of Consumer Interpretations”
“Communication Barriers in Cross-Cultural Healthcare Settings: Patient and Provider Perspectives”
“The Role of Internal Communication in Managing Organizational Change: Employee Experiences”

Information Technology

“User Experience Design in Augmented Reality Applications: A Qualitative Study of Best Practices”
“The Human Factor in Cybersecurity: Understanding Employee Behaviors and Attitudes Towards Phishing”
“Adoption of Cloud Computing in Small and Medium Enterprises: Challenges and Success Factors”
“Blockchain Technology in Supply Chain Management: A Qualitative Exploration of Potential Impacts”
“The Role of Artificial Intelligence in Personalizing User Experiences on E-commerce Platforms”
“Digital Transformation in Traditional Industries: A Case Study of Technology Adoption Challenges”
“Ethical Considerations in the Development of Smart Home Technologies: A Stakeholder Analysis”
“The Impact of Social Media Algorithms on News Consumption and Public Opinion”
“Collaborative Software Development: Practices and Challenges in Open Source Projects”
“Understanding the Digital Divide: Access to Information Technology in Rural Communities”
“Data Privacy Concerns and User Trust in Internet of Things (IoT) Devices”
“The Effectiveness of Gamification in Educational Software: A Qualitative Study of Engagement and Motivation”
“Virtual Teams and Remote Work: Communication Strategies and Tools for Effectiveness”
“User-Centered Design in Mobile Health Applications: Evaluating Usability and Accessibility”
“The Influence of Technology on Work-Life Balance: Perspectives from IT Professionals”

Tourism and Hospitality

“Exploring the Authenticity of Cultural Heritage Tourism in Indigenous Communities”
“Sustainable Tourism Practices: Perceptions and Implementations in Small Island Destinations”
“The Impact of Social Media Influencers on Destination Choice Among Millennials”
“Gastronomy Tourism: Exploring the Culinary Experiences of International Visitors in Rural Regions”
“Eco-Tourism and Conservation: Stakeholder Perspectives on Balancing Tourism and Environmental Protection”
“The Role of Hospitality in Enhancing the Cultural Exchange Experience of Exchange Students”
“Dark Tourism: Visitor Motivations and Experiences at Historical Conflict Sites”
“Customer Satisfaction in Luxury Hotels: A Qualitative Study of Service Excellence and Personalization”
“Adventure Tourism: Understanding the Risk Perception and Safety Measures Among Thrill-Seekers”
“The Influence of Local Communities on Tourist Experiences in Ecotourism Sites”
“Event Tourism: Economic Impacts and Community Perspectives on Large-Scale Music Festivals”
“Heritage Tourism and Identity: Exploring the Connections Between Historic Sites and National Identity”
“Tourist Perceptions of Sustainable Accommodation Practices: A Study of Green Hotels”
“The Role of Language in Shaping the Tourist Experience in Multilingual Destinations”
“Health and Wellness Tourism: Motivations and Experiences of Visitors to Spa and Retreat Centers”

Qualitative Research Topics

Qualitative Research Topics are as follows:

Understanding the lived experiences of first-generation college students
Exploring the impact of social media on self-esteem among adolescents
Investigating the effects of mindfulness meditation on stress reduction
Analyzing the perceptions of employees regarding organizational culture
Examining the impact of parental involvement on academic achievement of elementary school students
Investigating the role of music therapy in managing symptoms of depression
Understanding the experience of women in male-dominated industries
Exploring the factors that contribute to successful leadership in non-profit organizations
Analyzing the effects of peer pressure on substance abuse among adolescents
Investigating the experiences of individuals with disabilities in the workplace
Understanding the factors that contribute to burnout among healthcare professionals
Examining the impact of social support on mental health outcomes
Analyzing the perceptions of parents regarding sex education in schools
Investigating the experiences of immigrant families in the education system
Understanding the impact of trauma on mental health outcomes
Exploring the effectiveness of animal-assisted therapy for individuals with anxiety
Analyzing the factors that contribute to successful intergenerational relationships
Investigating the experiences of LGBTQ+ individuals in the workplace
Understanding the impact of online gaming on social skills development among adolescents
Examining the perceptions of teachers regarding technology integration in the classroom
Analyzing the experiences of women in leadership positions
Investigating the factors that contribute to successful marriage and long-term relationships
Understanding the impact of social media on political participation
Exploring the experiences of individuals with mental health disorders in the criminal justice system
Analyzing the factors that contribute to successful community-based programs for youth development
Investigating the experiences of veterans in accessing mental health services
Understanding the impact of the COVID-19 pandemic on mental health outcomes
Examining the perceptions of parents regarding childhood obesity prevention
Analyzing the factors that contribute to successful multicultural education programs
Investigating the experiences of individuals with chronic illnesses in the workplace
Understanding the impact of poverty on academic achievement
Exploring the experiences of individuals with autism spectrum disorder in the workplace
Analyzing the factors that contribute to successful employee retention strategies
Investigating the experiences of caregivers of individuals with Alzheimer’s disease
Understanding the impact of parent-child communication on adolescent sexual behavior
Examining the perceptions of college students regarding mental health services on campus
Analyzing the factors that contribute to successful team building in the workplace
Investigating the experiences of individuals with eating disorders in treatment programs
Understanding the impact of mentorship on career success
Exploring the experiences of individuals with physical disabilities in the workplace
Analyzing the factors that contribute to successful community-based programs for mental health
Investigating the experiences of individuals with substance use disorders in treatment programs
Understanding the impact of social media on romantic relationships
Examining the perceptions of parents regarding child discipline strategies
Analyzing the factors that contribute to successful cross-cultural communication in the workplace
Investigating the experiences of individuals with anxiety disorders in treatment programs
Understanding the impact of cultural differences on healthcare delivery
Exploring the experiences of individuals with hearing loss in the workplace
Analyzing the factors that contribute to successful parent-teacher communication
Investigating the experiences of individuals with depression in treatment programs
Understanding the impact of childhood trauma on adult mental health outcomes
Examining the perceptions of college students regarding alcohol and drug use on campus
Analyzing the factors that contribute to successful mentor-mentee relationships
Investigating the experiences of individuals with intellectual disabilities in the workplace
Understanding the impact of work-family balance on employee satisfaction and well-being
Exploring the experiences of individuals with autism spectrum disorder in vocational rehabilitation programs
Analyzing the factors that contribute to successful project management in the construction industry
Investigating the experiences of individuals with substance use disorders in peer support groups
Understanding the impact of mindfulness meditation on stress reduction and mental health
Examining the perceptions of parents regarding childhood nutrition
Analyzing the factors that contribute to successful environmental sustainability initiatives in organizations
Investigating the experiences of individuals with bipolar disorder in treatment programs
Understanding the impact of job stress on employee burnout and turnover
Exploring the experiences of individuals with physical disabilities in recreational activities
Analyzing the factors that contribute to successful strategic planning in nonprofit organizations
Investigating the experiences of individuals with hoarding disorder in treatment programs
Understanding the impact of culture on leadership styles and effectiveness
Examining the perceptions of college students regarding sexual health education on campus
Analyzing the factors that contribute to successful supply chain management in the retail industry
Investigating the experiences of individuals with personality disorders in treatment programs
Understanding the impact of multiculturalism on group dynamics in the workplace
Exploring the experiences of individuals with chronic pain in mindfulness-based pain management programs
Analyzing the factors that contribute to successful employee engagement strategies in organizations
Investigating the experiences of individuals with internet addiction disorder in treatment programs
Understanding the impact of social comparison on body dissatisfaction and self-esteem
Examining the perceptions of parents regarding childhood sleep habits
Analyzing the factors that contribute to successful diversity and inclusion initiatives in organizations
Investigating the experiences of individuals with schizophrenia in treatment programs
Understanding the impact of job crafting on employee motivation and job satisfaction
Exploring the experiences of individuals with vision impairments in navigating public spaces
Analyzing the factors that contribute to successful customer relationship management strategies in the service industry
Investigating the experiences of individuals with dissociative amnesia in treatment programs
Understanding the impact of cultural intelligence on intercultural communication and collaboration
Examining the perceptions of college students regarding campus diversity and inclusion efforts
Analyzing the factors that contribute to successful supply chain sustainability initiatives in organizations
Investigating the experiences of individuals with obsessive-compulsive disorder in treatment programs
Understanding the impact of transformational leadership on organizational performance and employee well-being
Exploring the experiences of individuals with mobility impairments in public transportation
Analyzing the factors that contribute to successful talent management strategies in organizations
Investigating the experiences of individuals with substance use disorders in harm reduction programs
Understanding the impact of gratitude practices on well-being and resilience
Examining the perceptions of parents regarding childhood mental health and well-being
Analyzing the factors that contribute to successful corporate social responsibility initiatives in organizations
Investigating the experiences of individuals with borderline personality disorder in treatment programs
Understanding the impact of emotional labor on job stress and burnout
Exploring the experiences of individuals with hearing impairments in healthcare settings
Analyzing the factors that contribute to successful customer experience strategies in the hospitality industry
Investigating the experiences of individuals with gender dysphoria in gender-affirming healthcare
Understanding the impact of cultural differences on cross-cultural negotiation in the global marketplace
Examining the perceptions of college students regarding academic stress and mental health
Analyzing the factors that contribute to successful supply chain agility in organizations
Understanding the impact of music therapy on mental health and well-being
Exploring the experiences of individuals with dyslexia in educational settings
Analyzing the factors that contribute to successful leadership in nonprofit organizations
Investigating the experiences of individuals with chronic illnesses in online support groups
Understanding the impact of exercise on mental health and well-being
Examining the perceptions of parents regarding childhood screen time
Analyzing the factors that contribute to successful change management strategies in organizations
Understanding the impact of cultural differences on international business negotiations
Exploring the experiences of individuals with hearing impairments in the workplace
Analyzing the factors that contribute to successful team building in corporate settings
Understanding the impact of technology on communication in romantic relationships
Analyzing the factors that contribute to successful community engagement strategies for local governments
Investigating the experiences of individuals with attention deficit hyperactivity disorder (ADHD) in treatment programs
Understanding the impact of financial stress on mental health and well-being
Analyzing the factors that contribute to successful mentorship programs in organizations
Investigating the experiences of individuals with gambling addictions in treatment programs
Understanding the impact of social media on body image and self-esteem
Examining the perceptions of parents regarding childhood education
Analyzing the factors that contribute to successful virtual team management strategies
Investigating the experiences of individuals with dissociative identity disorder in treatment programs
Understanding the impact of cultural differences on cross-cultural communication in healthcare settings
Exploring the experiences of individuals with chronic pain in cognitive-behavioral therapy programs
Analyzing the factors that contribute to successful community-building strategies in urban neighborhoods
Investigating the experiences of individuals with alcohol use disorders in treatment programs
Understanding the impact of personality traits on romantic relationships
Examining the perceptions of college students regarding mental health stigma on campus
Analyzing the factors that contribute to successful fundraising strategies for political campaigns
Investigating the experiences of individuals with traumatic brain injuries in rehabilitation programs
Understanding the impact of social support on mental health and well-being among the elderly
Exploring the experiences of individuals with chronic illnesses in medical treatment decision-making processes
Analyzing the factors that contribute to successful innovation strategies in organizations
Investigating the experiences of individuals with dissociative disorders in treatment programs
Understanding the impact of cultural differences on cross-cultural communication in education settings
Examining the perceptions of parents regarding childhood physical activity
Analyzing the factors that contribute to successful conflict resolution in family relationships
Investigating the experiences of individuals with opioid use disorders in treatment programs
Understanding the impact of emotional intelligence on leadership effectiveness
Exploring the experiences of individuals with learning disabilities in the workplace
Analyzing the factors that contribute to successful change management in educational institutions
Investigating the experiences of individuals with eating disorders in recovery support groups
Understanding the impact of self-compassion on mental health and well-being
Examining the perceptions of college students regarding campus safety and security measures
Analyzing the factors that contribute to successful marketing strategies for nonprofit organizations
Investigating the experiences of individuals with postpartum depression in treatment programs
Understanding the impact of ageism in the workplace
Exploring the experiences of individuals with dyslexia in the education system
Investigating the experiences of individuals with anxiety disorders in cognitive-behavioral therapy programs
Understanding the impact of socioeconomic status on access to healthcare
Examining the perceptions of parents regarding childhood screen time usage
Analyzing the factors that contribute to successful supply chain management strategies
Understanding the impact of parenting styles on child development
Exploring the experiences of individuals with addiction in harm reduction programs
Analyzing the factors that contribute to successful crisis management strategies in organizations
Investigating the experiences of individuals with trauma in trauma-focused therapy programs
Examining the perceptions of healthcare providers regarding patient-centered care
Analyzing the factors that contribute to successful product development strategies
Investigating the experiences of individuals with autism spectrum disorder in employment programs
Understanding the impact of cultural competence on healthcare outcomes
Exploring the experiences of individuals with chronic illnesses in healthcare navigation
Analyzing the factors that contribute to successful community engagement strategies for non-profit organizations
Investigating the experiences of individuals with physical disabilities in the workplace
Understanding the impact of childhood trauma on adult mental health
Analyzing the factors that contribute to successful supply chain sustainability strategies
Investigating the experiences of individuals with personality disorders in dialectical behavior therapy programs
Understanding the impact of gender identity on mental health treatment seeking behaviors
Exploring the experiences of individuals with schizophrenia in community-based treatment programs
Analyzing the factors that contribute to successful project team management strategies
Investigating the experiences of individuals with obsessive-compulsive disorder in exposure and response prevention therapy programs
Understanding the impact of cultural competence on academic achievement and success
Examining the perceptions of college students regarding academic integrity
Analyzing the factors that contribute to successful social media marketing strategies
Investigating the experiences of individuals with bipolar disorder in community-based treatment programs
Understanding the impact of mindfulness on academic achievement and success
Exploring the experiences of individuals with substance use disorders in medication-assisted treatment programs
Investigating the experiences of individuals with anxiety disorders in exposure therapy programs
Understanding the impact of healthcare disparities on health outcomes
Analyzing the factors that contribute to successful supply chain optimization strategies
Investigating the experiences of individuals with borderline personality disorder in schema therapy programs
Understanding the impact of culture on perceptions of mental health stigma
Exploring the experiences of individuals with trauma in art therapy programs
Analyzing the factors that contribute to successful digital marketing strategies
Investigating the experiences of individuals with eating disorders in online support groups
Understanding the impact of workplace bullying on job satisfaction and performance
Examining the perceptions of college students regarding mental health resources on campus
Analyzing the factors that contribute to successful supply chain risk management strategies
Investigating the experiences of individuals with chronic pain in mindfulness-based pain management programs
Understanding the impact of cognitive-behavioral therapy on social anxiety disorder
Understanding the impact of COVID-19 on mental health and well-being
Exploring the experiences of individuals with eating disorders in treatment programs
Analyzing the factors that contribute to successful leadership in business organizations
Investigating the experiences of individuals with chronic pain in cognitive-behavioral therapy programs
Understanding the impact of cultural differences on intercultural communication
Examining the perceptions of teachers regarding inclusive education for students with disabilities
Investigating the experiences of individuals with depression in therapy programs
Understanding the impact of workplace culture on employee retention and turnover
Exploring the experiences of individuals with traumatic brain injuries in rehabilitation programs
Analyzing the factors that contribute to successful crisis communication strategies in organizations
Investigating the experiences of individuals with anxiety disorders in mindfulness-based interventions
Investigating the experiences of individuals with chronic illnesses in healthcare settings
Understanding the impact of technology on work-life balance
Exploring the experiences of individuals with learning disabilities in academic settings
Analyzing the factors that contribute to successful entrepreneurship in small businesses
Understanding the impact of gender identity on mental health and well-being
Examining the perceptions of individuals with disabilities regarding accessibility in public spaces
Understanding the impact of religion on coping strategies for stress and anxiety
Exploring the experiences of individuals with chronic illnesses in complementary and alternative medicine treatments
Analyzing the factors that contribute to successful customer retention strategies in business organizations
Investigating the experiences of individuals with postpartum depression in therapy programs
Understanding the impact of ageism on older adults in healthcare settings
Examining the perceptions of students regarding online learning during the COVID-19 pandemic
Analyzing the factors that contribute to successful team building in virtual work environments
Investigating the experiences of individuals with gambling disorders in treatment programs
Exploring the experiences of individuals with chronic illnesses in peer support groups
Analyzing the factors that contribute to successful social media marketing strategies for businesses
Investigating the experiences of individuals with ADHD in treatment programs
Understanding the impact of sleep on cognitive and emotional functioning
Examining the perceptions of individuals with chronic illnesses regarding healthcare access and affordability
Investigating the experiences of individuals with borderline personality disorder in dialectical behavior therapy programs
Understanding the impact of social support on caregiver well-being
Exploring the experiences of individuals with chronic illnesses in disability activism
Analyzing the factors that contribute to successful cultural competency training programs in healthcare settings
Understanding the impact of personality disorders on interpersonal relationships
Examining the perceptions of healthcare providers regarding the use of telehealth services
Investigating the experiences of individuals with dissociative disorders in therapy programs
Understanding the impact of gender bias in hiring practices
Exploring the experiences of individuals with visual impairments in the workplace
Analyzing the factors that contribute to successful diversity and inclusion programs in the workplace
Understanding the impact of online dating on romantic relationships
Examining the perceptions of parents regarding childhood vaccination
Analyzing the factors that contribute to successful communication in healthcare settings
Understanding the impact of cultural stereotypes on academic achievement
Exploring the experiences of individuals with substance use disorders in sober living programs
Analyzing the factors that contribute to successful classroom management strategies
Understanding the impact of social support on addiction recovery
Examining the perceptions of college students regarding mental health stigma
Analyzing the factors that contribute to successful conflict resolution in the workplace
Understanding the impact of race and ethnicity on healthcare access and outcomes
Exploring the experiences of individuals with post-traumatic stress disorder in treatment programs
Analyzing the factors that contribute to successful project management strategies
Understanding the impact of teacher-student relationships on academic achievement
Analyzing the factors that contribute to successful customer service strategies
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Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students’ Transition to a Four-Year University

Mackenzie j. gray.

† Biology Department, Portland State University, Portland, OR 97201

Sandhya A. Gunarathne

Nikki n. nguyen, erin e. shortlidge, associated data.

Community colleges expand access to higher education and play a key role in efforts to increase and diversify the future science, technology, engineering, and mathematics (STEM) workforce. While community colleges increase access to higher education and millions of students attend them for some portion of their education, the experiences of transfer students remain relatively understudied. Transferring during an academic journey can compound the barriers that students already face when pursuing a STEM degree. This study uses Schlossberg’s model for analyzing human adaptation to transition to understand how STEM community college transfer students navigate and adapt to the 4-year university. Five semistructured focus groups were conducted with STEM community college transfer students attending an urban university. Analysis of the focus groups resulted in a new model: the amended model of adaptation to transfer transition, or AMATT, which illustrates various factors that played a role in STEM community college transfer students’ adaptation a university. Analyses illumined two broad pathways that students tend to diverge into during their transitions—thriving or simply surviving. This work provides a framework for understanding factors influencing the transfer process and ideally will inform institutions and students as they consider maximal transfer student success.

INTRODUCTION

Estimates state that the United States will need an additional one million science, technology, engineering, and mathematics (STEM) professionals over the next decade to maintain relevance in these fields ( President’s Council of Advisors on Science and Technology [PCAST], 2012 ). An annual increase in the number of students who graduate with a STEM degree will be required to meet such demands. Of all students who enter a STEM degree program, less than 40% finish their degrees ( PCAST, 2012 ); therefore, reducing attrition rates and retaining more students in STEM will be essential for reaching the projected number of STEM professionals needed.

Although often overlooked, community colleges are a critical component of undergraduate STEM education in the United States, and thus are key in mitigating the predicted shortage of STEM workers. Community colleges train a large portion of the current STEM workforce, as 44% of those who earn a STEM degree report attending a community college at some point ( Hagedorn and Purnamasari, 2012 ). Community colleges have been recognized for their role in advancing students toward degree completion ( Cohen and Brawer, 1989 ; Smith and Vellani, 1999 ; Hagedorn and Purnamasari, 2012 ; Ma and Baum, 2016 ), and as recently as the Fall of 2019, 34% of all undergraduate students in the United States were enrolled in community colleges ( National Center for Education Statistics, 2019 ).

Community colleges increase access to education by offering convenient and cost-effective options for students, open admission, and many courses ( Kasper 2003 ; Boggs, 2011 ). They enroll the most diverse student body in higher education in terms of demographic dimensions ( Boggs, 2011 ), and they enroll a large proportion of minority, first-generation, low-income, and non-traditional age (23+ years) students ( Ma and Baum, 2016 ). According to the American Association of Community Colleges, 28% of community college students are Hispanic, 13% are Black, 6% are Asian ( AACC, 2021 ), 60% are women, 29% are first-generation college students, 56% receive financial aid, and the average student age is 27, ( AACC, n.d. ). Thus, community colleges will play a key role in the push to not only increase but also diversify the future STEM workforce ( Briggs, 2017 ; Benish, 2018 ).

Community colleges increase access to higher education, with millions of students attending them for at least some portion of their higher education ( Boggs, 2011 ). There are well-intended national calls to make the STEM transfer pathway more robust ( National Research Council, 2012 ), yet the experiences of community college students remain surprisingly understudied ( Schinske et al. , 2017 )—particularly lacking is investigation into the transfer process itself. Some researchers state that students can face what is known as “transfer shock” as they transfer from 2- to 4-year universities ( Cejda, 1997 ). Transfer shock refers to declines in academic success, such as a drop in grade point average upon transfer ( Rhine et al. , 2000 ), and/or social factors, such as lacking a sense of belonging at the university ( Strayhorn, 2018 ). These experiences can lead to a misalignment between student intentions and outcomes and present barriers to persistence. While 80% of students attending a community college intend to earn a bachelor’s degree, only 14% of students who start at a community college and transfer to a 4-year university earn a bachelor’s degree within 6 years ( Jenkins and Fink, 2016 ). Thus, we need to focus on understanding factors that both inhibit and promote transfer student completion of a bachelor’s degree.

Transferring midway through an academic journey can compound the many barriers that students already face when pursing a degree in STEM ( Packard et al. , 2012 ), such as departmental and classroom culture, time to degree, and cost ( National Academies of Sciences, Engineering, and Medicine, 2016 ). Barriers that impact community college transfer students during their transition can include a lack of information, poor advising, and varying degrees of preparedness ( Hagedorn et al. , 2008 ). The community college environment can differ dramatically from a 4-year college environment when students transfer to more selective and/or large universities with bigger class sizes ( Rhine et al. , 2000 ; Umbach et al. , 2019 ). Researchers looking at community college transfer students’ academic adjustment found that students who reported positive course learning experiences at the university are more likely to adjust, whereas those with a perceived negative stigma around being a transfer student are less likely to adjust ( Laanan et al. , 2010 ). A study examining STEM transfer students found that social factors such as gender and student connections with faculty play an important role in the academic adjustment of transfer students, as do academic factors such as having a large number of transfer credit hours ( Jackson and Laanan, 2015 ). Another study examining STEM transfer student experiences found that parent’s education level, interactions with faculty, and perception of the university influenced students’ academic adjustment ( Lopez and Jones, 2017 ). There are clearly many factors that will impact how a transfer student adapts to the university posttransfer. Given that STEM fields are historically exclusionary, it is critical to understand key supports for STEM transfer students, particularly those who come from marginalized, low socioeconomic, and/or groups otherwise underrepresented in science ( Carter et al. , 2019 ; Berhe et al. , 2022 ).

Our work here centers on qualitatively understanding the various ways in which STEM transfer students navigated their transition to one 4-year, public research institution. Through focus groups, STEM students shared their experiences transferring to our university, allowing us to identify the academic and social factors that tended to positively and negatively impact their adaptations to the transition. The purpose of this work is to summarize the various obstacles and supports that STEM transfer students report grappling with in their transition from community college to a 4-year institution and ultimately encourage institutions to apply lessons learned to their transfer support structures and programs.

THEORETICAL FRAMEWORK

A model for analyzing human adaptation to transition.

To understand student adaptation to transfer, we used a model designed to understand how humans adapt to transitions ( Schlossberg, 1981 ). The model—a model for analyzing human adaptation to transition, which we will refer to as “MAAT” ( Figure 1 )—aims to provide a tool for understanding differences in experiences among individuals going through a particular transition and has been used to examine various life transitions, such as career transitions for nurses ( Wall et al. , 2018 ) and the transitions faced by athletes after concluding their athletic careers ( Wylleman et al. , 2004 ). The MAAT proposes that the perception of the transition, characteristics of the pretransition and posttransition environment, and characteristics of the individual will influence if and how one moves from transition to adaptation.

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Redrawn from “A Model for Analyzing Human Adaptation to Transition” ( Schlossberg, 1981 ).

The MAAT defines “transition” as “an event or non-event resulting in a change in assumptions about oneself and the world, thus requiring a corresponding change in one’s behavior and relationships” ( Schlossberg, 1981 , p. 5). A non-event is described as the loss of an event that was expected to occur. Within this model, three major factors influence the individual’s adaptation to a transition: the perception of the transition, the characteristics of the pre- and posttransition environments, and the characteristics of the individual experiencing the transition ( Schlossberg, 1981 ). The transition that we examined is the transition from a community college to a 4-year university.

Perception of the Transition

According to the MAAT, most transitions can be understood through a common set of variables: affect, timing, and degree of stress ( Schlossberg, 1981 ). Any change or transition, regardless of characteristics, involves some degree of stress, even if primarily positive or negative in affect. One might consider oneself “on-timing” or “off-timing” for the transition based on what is perceived to be the correct timing within a society for a major life event ( Neugarten, 1976 ).

Characteristics of the Pretransition and Posttransition Environments

Environment within the MAAT is described broadly and includes interpersonal support systems, institutional supports, and physical settings ( Schlossberg, 1981 ). Interpersonal support systems are thought to be important for successful adaptation. Institutional supports describe any place that an individual can turn to for help throughout the transition. The factors of the physical setting involved in the transition can contribute to the stress or general well-being experienced by the individual, which may play a role in the individual’s ability to adapt to the particular transition.

Characteristics of the Individual

The characteristics of the individual going through the transition will impact the individual’s ability to adapt to that particular transition ( Schlossberg, 1981 ). Some important characteristics to consider include the life stage of the individual, social identities, being a member of an underrepresented group, and previous experiences with similar transitions. For undergraduate STEM students, additional characteristics may be important to consider, such as their self-efficacy, sense of belonging, and science identity ( Estrada et al. , 2011 ; Strayhorn, 2018 ).

The MAAT describes “adaptation” as “a process during which an individual moves from being totally preoccupied with the transition to integrating the transition into his or her life” ( Schlossberg, 1981 , p. 7). Understanding the experiences of community college transfer students during their transition and what impacts their ability to adapt may lead to new ways to support and retain these students.

Recruitment

This study was conducted at a large public northwestern urban commuter university. Our university is classified by the Carnegie Classification of Institutions of Higher Education as high research activity with a 4-year, medium full-time, selective, high transfer-in undergraduate profile ( Carnegie Classification of Institutions of Higher Education, n.d. ). In the Spring of 2019, a survey was sent to all declared STEM majors as part of a larger research study. The survey collected demographic data and was designed to measure student integration into science, STEM involvement, and sense of belonging (Shortlidge, E. E., Goodwin, E. C., Gray, M. J., & Estes, S. R., unpublished data). At the end of the survey, participants were asked various demographic questions and whether they would be interested in participating in a focus group to share more about their experiences as STEM students. Survey participants who indicated that they were willing to be contacted were emailed by a researcher to confirm interest and availability. We wanted to learn about the transfer student experience, so students were selected to participate in focus groups from the pool of volunteers based on their community college transfer status. This work is part of a larger, mixed-methods study on factors that support student belonging and retention in STEM, and students were also selected to participate based on whether or not they were a member of a STEM intervention program (SIP) on our campus. SIPs have been created nationwide to increase access to STEM fields and to ultimately improve student retention to graduation ( Rincon and George-Jackson, 2016 ). SIPs often recruit and support students who are historically marginalized by STEM fields ( Fagen and Labov, 2007 ), and approximately 10% of our university’s STEM students are involved with SIPs. This study was approved by the Portland State University Institutional Review Board (no. 174450).

Focus Groups

We conducted five semistructured focus groups with STEM transfer students at the end of the Spring 2019 quarter. We used a semistructured focus group format, following a predetermined list of questions but allowing for a natural flow of conversation and follow-up questions as appropriate ( Clifford et al. , 2016 ). Each focus group had one primary facilitator and a secondary facilitator. The primary facilitator was the same for each focus group.

We separated transfer student focus groups by SIP status. We did this for two reasons: 1) we were concerned that students who were not part of SIPs would not be comfortable discussing their experiences if they felt that the other students had disproportionately increased opportunities ( Onwuegbuzie et al. , 2009 ); and 2) focus groups were conducted as part of a larger, mixed-methods study on STEM student retention and the role of SIPs. The intention of the present work is to better understand the holistic experience of STEM transfer students at our university. We felt that a collective research setting would present a unique perspective, differently nuanced than that of individual interviews, as focus groups allow participants to produce a collective discussion and understanding of a shared problem or experience ( Wilkinson, 1998 ).

We (E.E.S., M.J.G.) iteratively developed the focus group questions in part to better understand the constructs intended to be measured by the survey instrument (e.g. science identity and sense of belonging; Shortlidge, E. E., Goodwin, E. C., Gray, M. J., & Estes, S. R., unpublished data), as well as to generally understand the students’ transitions to our university (for a full list of questions, see Supplemental Material, Appendix 1). Each focus group lasted 1 hour, was held on campus, followed the predetermined script, took place within the same 2-week time period at the end of the academic year, and was audio- and video-recorded. Focus group participants were compensated with a $25 gift card.

Participants

A total of 33 community college transfer students participated in the five focus groups (ranging from two to 10 per group). Table 1 illustrates descriptive demographics of the focus group participants. We would like to point out a few things regarding our focus group sample that could limit the transferability of the data. Students at our university who identify as BIPoC students (Black, Indigenous and people of color) make up approximately 40% of the overall population. BIPoC students were thus overrepresented (53%) in the focus groups that contained students who were part of SIPs compared with the university as a whole. On the other hand, BIPoC students were vastly underrepresented in our other, non-SIP focus groups. Many SIPs specifically recruit minoritized students to apply, or in the case of the National Science Foundation (NSF)-funded Louis Stokes Alliance of Minority Participation program, are designed specifically to support students minoritized in STEM. We recognize this discrepancy as a limitation of the generalizability of our results. Otherwise, the demographics of our sample do not vary significantly from our STEM population, except they are all transfer students—and transfer students comprise approximately 60% of our overall STEM population. It is also important to note that, while the demographics of our sample mostly align with our university’s population, the average age of our students is older than that of many other universities (our mean student age is 26 years). This likely impacts the perceptions and experiences discussed by our participants; however, the age mean is in alignment with the broader transfer student population ( AACC, n.d. ). We did not disaggregate or analyze our results by demographic factors, as these were focus groups and not all students had a chance to, nor were they expected to, equally respond to each prompt as they would in an interview; therefore, such disaggregation would not appropriately represent the data.

Demographics of study participants (self-identified by participants)

Qualitative Data Analysis

Each focus group was transcribed verbatim (Rev.com, San Francisco) and de-identified. Researchers (M.J.G., S.A.G., N.N.N., E.E.S.) read through a subset of the transcripts to identify overarching themes. The researchers also had access to the secondary facilitator’s (M.J.G.) focus group notes. Three researchers (M.J.G., S.A.G., N.N.N.) then iteratively developed a codebook using multiple methods. We used inductive content analysis to derive themes and codes from the focus group participant responses that arose organically and were not necessarily anticipated ( Patton, 1990 ; Saldana, 2015 ). We also used deductive content analysis to identify existing ideas within the data that related to integration into science, sense of belonging, and human adaptation to transition ( Patton, 1990 ; Saldana, 2015 ). The codebook was iteratively developed by the research team (see Supplemental Material, Appendix 2). We used the final codebook to code two of the five transcripts to full consensus. One researcher (M.J.G.) then coded the remaining three focus group transcripts and conferred with the other researchers regarding any questions or instances where the appropriate code to apply was not entirely clear. As a research group, we then aligned the codes developed in our iterative analysis with the factors of the original transition model (MAAT; Figure 1 ). Our qualitative analysis revealed that we were well positioned to use our student data to expand the original model, as we could fully represent our students’ experiences and tailor the model to the STEM transfer student experience. This expansion resulted in what we call the amended model of adaptation to transfer transition (AMATT; Figure 2 ).

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Amended model of adaptation to transfer transition, or AMATT. Black lines represent relationships between characteristics, blue boxes represent elements of thrive adaptation, yellow boxes represent elements of survive adaptation, and black boxes represent dynamic elements (elements that can contribute to either surviving or thriving, given the context).

For this study, we conducted focus groups in an effort to broadly understand the transfer experiences of STEM students at our university. Focus groups produce group-level data in addition to individual-level data ( Hydén and Bülow, 2003 ) and have been recognized as a method whereby participants can produce a collective understanding of a phenomenon ( Wilkinson, 1998 ). Due to the nature of focus groups, not every student answered every focus group question, nor was this expected ( Parker and Tritter, 2006 ). We are currently conducting individual interviews with transfer students, and the interview questions have been acutely informed by the focus group results reported here. Forthcoming reports of those interviews will add to the literature base by contributing individual, nuanced transfer stories.

We did not set out to gather levels of agreement with specific components of the AMATT, nor to specifically identify individual-level experiences, thus we do not quantify each category of response. Instead, we holistically analyzed the data, taking the individual and collective experiences into account so we could map student experiences by these factors. These data are meant to put forth an overview of the sorts of experiences that may occur during the transfer experience from a community college to a university.

Our analysis expands upon Schlossberg’s model to understand human adaptation to transition by keeping the existing elements within the model that were discussed by participants and adding emergent themes from our analysis, resulting in the AMATT ( Figure 2 ). Community college transfer students participating in the study discussed many factors that impacted their adaptation to the transition to university. These factors can be described within the following categories: perception of the transition, environmental characteristics, and individual characteristics. In addition to these categories, participants also described what we deemed as being two divergent paths of adaptation: surviving and thriving. Our model also demonstrates which characteristics appeared to contribute to a “survive” adaptation and which characteristics appeared to contribute to a “thrive” adaptation and the potential relationships between characteristics ( Figure 2 ). We describe each characteristic presented in the model and how it may have related to thriving or surviving. Typically, the most positive responses were contributors to students thriving in their transition, whereas commonplace or negative experiences contributed to surviving.

Perception of Transition

According to Schlossberg’s model of human adaptation to transition, most transitions can be represented by a common set of variables that describe the perception of the transition ( Schlossberg, 1981 ). The most common variables discussed by the focus group participants included timing, degree of stress, and affect ( Figure 2 ).

One might consider oneself “on-timing” or “off-timing” for major life events based on what is perceived to be the “correct” timing within a society ( Neugarten, 1976 ). This can be true for college students, who may have an internal perception of when is the correct time to start and finish their degrees and to be in college. Timing was discussed among focus group participants.

Few participants discussed feeling on-time within their degree program. One participant expressed excitement about the transition from the community college to the university, as it allowed the student to be in alignment with peers, while few others expressed that their age did not impact their perception of their experiences, suggesting that they did not feel off-time for their transition to the university ( Table 2 ).

Perceptions of the transition (illustrated by example quotes) were a major component of the AMATT

Off-Timing.

Participants discussed feeling off-time across focus groups. Participants discussed how being a non–traditional age student impacted them emotionally, while others discussed how this impacted their educational experience ( Table 2 ).

It is pertinent to note here that our university’s average student age (undergraduate and graduate) is typically reported to be 26 or 27 years old. Although perhaps unique across some institutions of higher education, this non–traditional student age is a prominent student group that we have a limited understanding of ( Spitzer, 2000 ). The perception of timing held by these participants may have been impacted by the average age of students at our university.

Degree of Stress.

Any transition, regardless of other characteristics, causes stress ( George, 1993 ; Miller, 2016 ; Schlossberg, 1981 ). The level of stress caused by a transition impacts adaptation to that transition. Participants expressed experiencing what we categorized as being “low” degrees of stress or “high” degrees of stress throughout their transitions from community college to a 4-year university ( Table 2 ). Each group discussed experiencing a high degree of stress more often than they discussed experiencing a low degree of stress.

Some transitions can generate positive feelings, while others generate negative feelings, but most transitions are likely to have both positive and negative affect ( Schlossberg, 1981 ). Among the focus group participants, we found discussion of positive, neutral, and negative perceptions of the transition from a community college to a 4-year university, with negative perceptions of the transition itself being the most discussed by the participants ( Table 2 ).

Environmental Characteristics

In Schlossberg’s model of human adaptation to transition, environment is described broadly ( Schlossberg, 1981 ). The original model describes three aspects of the environment: institutional supports, interpersonal support systems, and the physical setting. In addition to these aspects, as depicted in the AMATT ( Figure 2 ), our participants discussed the pretransition environment, posttransition environment, and a lack of quality supports within their environments.

Institutional Supports.

Institutional support describes any formal or informal agency that an individual can turn to for help ( Schlossberg, 1981 ). Institutional support has been recognized for the role that it plays in increasing undergraduate student persistence ( Thomas, 2014 ; Toven-Lindsey et al. , 2015 ). Our participants discussed receiving academic support, professional support, and financial support ( Table 3 ). The participants often described receiving academic support in the form of working with peers, while others reported positive or negative experiences with academic advising, particularly as it relates to transfer credits to degree. Professional support was often described in the form of help with research or internship placements, and some participants discussed receiving support with finding a job or getting career advice from a mentor. Financial support was discussed by participants as receiving scholarships or having the funds needed to purchase class materials; for other students, finances were the reason that they attended our relatively “low-cost” university.

Environmental characteristics (illustrated by example quotes) were a major component of the AMATT

Interpersonal Support Systems.

Interpersonal support is thought to be essential to successful adaptation to transition ( Schlossberg, 1981 ). The focus group participants discussed receiving interpersonal support in the forms of social and emotional support ( Table 3 ). A study examining undergraduate Latinx students found that social support was positively associated with adjustment to college ( Alvan et al. , 1996 ). Emotional support has also been found to be important for undergraduate students’ adjustment to college ( Azmitia et al. , 2013 ). Participants discussed receiving social support from peers, faculty, and family. Participants discussed experiencing emotional support through receiving reassurance and encouragement, feeling comfortable in their environment, and being able to share honest experiences among peers.

Physical Setting.

Physical setting encompasses factors such as weather and location that may contribute to stress, well-being, and general outlook, therefore playing a role in adaptation to the transition ( Schlossberg, 1981 ). Participants considered the location of the university as well as physical aspects of the campus, such as the size or layout of the campus ( Table 3 ).

Pre- and Posttransition Environment.

Participants mentioned aspects of their community colleges (pretransition environment), including the size of the community college and their instructors ( Table 3 ). Participants also discussed aspects of the 4-year university (posttransition environment; Table 3 ). Two main themes arose within the discussion of the posttransition environment: default university and feelings of morale. Many participants discussed feeling as if the university that they transferred to was their only option due to factors related to location or finances (default university). Feelings of morale describes the positive emotional response that comes with belonging to a group ( Bollen and Hoyle, 1990 ). Some participants expressed positive feelings of morale toward the 4-year university.

Lack of Quality Supports.

While some participants felt they received adequate support, others felt there was an overall lack of quality support in their transition. The lack of quality support category was broad and included social, emotional, academic, professional, and financial support ( Table 3 ).

Individual Characteristics

According to Schlossberg’s model of human adaptation to transition, the third major determinant of adaptation to the transition is the individual experiencing the transition ( Schlossberg, 1981 ). As depicted in the AMATT ( Figure 2 ), a number of individual-level characteristics or attributes seemed to influence transfer student adaptation to being a STEM student at a 4-year university. The most salient characteristics among our participants included: life stage, being a member of an underrepresented group in STEM fields, previous experience with a similar transition, and being a member of a SIP ( Table 4 ). The participants also explored their perceptions of what it means to be a scientist, have a science identity, their self-efficacy, and sense of belonging to their fields and/or the university ( Table 4 ). There is evidence in the literature that these constructs are important characteristics for STEM students’ persistence ( Estrada et al. , 2011 , 2018 ; Simon et al. , 2015 ; Rainey et al. , 2018 ; Strayhorn, 2018 ), and we wanted to explore what they mean to students in this study; the focus group questions were therefore designed in part to probe these topics.

Individual characteristics (illustrated by example quotes) were a major component of the AMATT

Both the life stages of the participants and having identities that are considered underrepresented in STEM fields, such as being a first-generation college student ( Engle and Tinto, 2008 ), influenced the perceptions held by the participants and impacted the experiences they had throughout their transitions ( Table 4 ). Schlossberg’s model suggests that those who have successfully adapted to a transition in the past will likely be able to adapt to another transition of a similar nature ( Schlossberg, 1981 ). We found evidence of such adaptation among our participants, with some reminiscing on how the transition to the community college was more difficult than the transition to the university. The participants supported by a SIP often emphasized the impact that this organized support had on their experiences. Example quotes from students with each of these characteristics can be found in Table 4 .

Science Identity, Self-Efficacy, and Belonging.

The participants also discussed their perception of what it means to be a scientist, their science identity, self-efficacy, and sense of belonging ( Table 4 ). Within the participants’ perceptions of what makes someone “a scientist,” two major themes arose—they tended to perceive scientists as having either intrinsic or extrinsic traits. Some participants viewed scientists as having intrinsic traits, such as curiosity and a drive to persist within research. Students also believed that scientists held extrinsic traits, such as having a specific appearance or being involved in the scientific process. The participants’ perceptions of a scientist seemed to be related to and influenced by other individual characteristics, such as their own personal science identities or having a research experience ( Figure 2 ). Students developing a science identity can be critical to persisting in STEM ( Chemers et al. , 2011 ; Estrada et al. , 2011 , 2018 ), and those who identify with a role are more likely to follow the norms associated with that role and then pursue a career within that role ( Estrada et al. , 2011 ). The student participants could be roughly categorized into having a strong science identity, an emerging science identity, or lacking a science identity ( Table 4 ).

The participants displayed varying levels of self-efficacy, or their belief in their personal ability to achieve their goals ( Bandura, 1977 ), and what contributed to or hindered their self-efficacy. They talked of elements of having high self-efficacy, such as being very sure of their goals and how their abilities were reinforced through past successes. The participants also disclosed barriers to self-efficacy. This included being impacted by a lack of motivation, being unsure of their goals, having a lack of time due to their involvement in many things, and having a lack of community. Some participants displayed a high level of self-efficacy, while few participants displayed low levels of self-efficacy ( Table 4 ).

Having a sense of belonging is also deemed as crucial for persistence in college ( O’Keeffe, 2013 ; Strayhorn, 2018 ), in particular for STEM majors and specifically for students of marginalized groups ( Rainey et al. , 2018 ). Participants’ emotions ranged across the board on how they expressed having or not having a sense of belonging, and there were various factors that supported or hindered the feeling of belonging. They talked about belonging as it relates to both the university as a whole or to a group at the university. Examples of groups at the university include academic clubs, professional clubs, departments, multicultural centers, SIPs, or sports teams. Those with a strong sense of belonging attributed it to many factors, including having a physical space to go to with affinity groups, being highly involved within the campus, having a diverse community, and feeling comfortable in their environment. Other participants had a weak or completely lacking sense of belonging. The barriers to belonging included having to commute to the university, having little time for getting involved, and feeling a lack of connection to their peers ( Table 4 ).

Schlossberg’s model defines adaptation as the process during which “an individual moves from being totally preoccupied with the transition to integrating the transition into their life” ( Schlossberg, 1981 , p. 7). Qualitatively, it became clear that although most students were adapting to the university, there were significant differences in how they were adapting. Participants presented evidence of adapting to the university after their transition from the community college in various ways. Some were absolute (thriving), others less so (surviving; Table 5 ).

The distinction between surviving and thriving (each type of adaptation illustrated by example quotes) was a major component of the AMATT

In this study, we aimed to holistically understand STEM community college students’ transitions and adaptations to a 4-year university. Expanding upon Schlossberg’s model for analyzing human adaptation to transition (MAAT) and listening to the perspectives of our STEM transfer students, we created the AMATT to illustrate how many different factors play a role in a STEM community college transfer students’ adaptation to the transition. The AMATT includes characteristics that others have proposed as being important for STEM students’ persistence to graduation, such as science identity, self-efficacy, and sense of belonging ( Estrada et al. , 2011 , 2018 ; Simon et al. , 2015 ; Rainey et al. , 2018 ; Strayhorn, 2018 ). Our model also indicates that there are two types of adaptation: surviving and thriving. We adapted Schlossberg’s model to include these different levels of adaptation, categorized the characteristics of the transition experience as elements that contribute to a survive adaptation or a thrive adaptation, and outlined potential relationships among the characteristics in the AMATT ( Figure 2 ).

Transitioning to a Four-Year University Is Complex

While community colleges increase access to education and many students attend community college for at least some portion of their higher education experiences ( Boggs, 2011 ), transitioning from a community college to a 4-year university can bring forth barriers to persistence ( Hagedorn et al. , 2008 ). These barriers can lead to misalignment between students’ intentions and outcomes. Our derived model demonstrates just how complex the transition experience can be, emphasizing the need to support such students throughout this journey. While our model is not representative of every characteristic that could impact adaptation to the transition, it demonstrates many characteristics that impacted our students’ transfer experiences, including their perceptions of the transition, environmental characteristics, and individual characteristics.

The perception of the transition describes the student’s attitudes toward the transition from a community college to a 4-year university. Very little work has been done on how community college students feel about having to transfer to a 4-year university or how these perceptions influence the transition experience, but our model suggests that the perceptions of timing, degree of stress, and affect associated with the transition impact if and how a student adapts to the transition.

Environmental characteristics, such as institutional supports or physical settings involved in the transition process, were found to impact how a student adapted to the 4-year university. Prior research on community college students’ transitions to a 4-year university found that the quality of academic advisement, access to financial aid, and social and cultural issues can impede a successful transition ( Gard et al. , 2012 ). Our work complements those findings, in that having easy access to quality academic, financial, social, and emotional support seemed to buttress a thrive adaptation. Our model also demonstrates that the characteristics of the pretransition and posttransition environment influence adaptation. This is in alignment with prior research on community college transfer students, with one study finding that attending a large community college was positively associated with student success, but that a large university size was negatively related to transfer student persistence ( Umbach et al. , 2019 ). Characteristics of the physical setting impacted adaptation, for example, one student discussed how a large classroom influenced the transition experience:

“Being at [the university], this is the first time I had actually been in a lecture hall, or just been in a class of over 50 people. And I remember my first class was organic chemistry, and that was down in one of the big lecture halls that seat like 500 people. And I just remember pretty much getting trampled on the way in, like I walked into the classroom and there was a flood of people coming after me. Every single class I had to fight for a seat in the front, just so I could see things. And that was just a culture shock. It was terrifying, knowing there are like 400 other people behind me, that could potentially squish me if they wanted to.”

Individual characteristics impact adaptation to the transition. Others have shown that a transfer student’s individual characteristics such as parent educational level ( Lopez and Jones, 2017 ) and gender ( Jackson and Laanan, 2015 ) can impact academic adjustment, with first-generation students and women students being less likely to adjust academically at the 4-year university. Our model reinforces this, demonstrating that many different individual characteristics such as life stage, being underrepresented or minoritized in STEM, having experience with a previous transition of a similar nature, and being a SIP participant can be impactful to adaptation ( Table 4 ). Additional STEM-specific individual characteristics are discussed later. Further research is needed to understand how hidden identities or undiscussed social factors may impact STEM students’ adaptation to the transition ( Henning et al. , 2019 ; Cooper et al. , 2020 ). It is possible that certain factors did not come up in discussion due to the focus group setting and that tailored individual interviews and surveys could further unpack the salient individual factors.

This model could be used in future research to evaluate which characteristics are most impactful on the transition experience. It could also be expanded upon or adapted to reflect the experiences of students at other types of universities. Transferring from a community college should not hinder one’s ability to persist to graduation, and developing a deeper understanding of which characteristics contribute to a transition experience that supports a thrive adaptation will allow us to help students through that transition in meaningful ways.

Adaptation: Thriving vs. Surviving

The AMATT highlights the many varied inputs involved in a community college students’ adaptation to the transition. We saw a clear qualitative difference among our participants: some were thriving, while others were simply surviving. Students who had more alignment with the thrive adaptation seemed to have more supports in place, both academically and socially. Having more supports may provide a critical buffer, giving students something to lean on or someone to turn to when they face barriers to persistence. One student discussed how having communities within the university helped in getting through a particularly difficult course, while others discussed receiving academic support from faculty and their peers:

“I don’t think I would have been able to survive my first year of organic chemistry had it not been for my [research group] or even the [SIP] alone, having a place where I can just let go and be myself and not be scared.”

“I would always hear my math teacher say, ‘If this office hour doesn’t work for you, email me and I’ll find another one that works for you.” Also, my classmates, I would form friendships with my classmates, too. We’d email and text about, ‘Did you get this as the answer?’ ‘No, I didn’t.’ ‘Well, then let’s troubleshoot why we’re getting two answers.’”

The students who were more aligned with characteristics of surviving expressed a lack of quality supports to lean upon. For example, one student explains a lack of social support, and another describes a lack of quality academic support:

“I’m 27, so much older than most people in my classes. I’m paired up with these students who are 18 and 19. My life experiences are just so different from theirs and I just don’t feel like we have very much in common. And my first semester that was just very daunting.”

“I just found out two days ago that I needed a prerequisite course that I could’ve taken this term if I was given the right information. And instead, I am passing up a job that pays very well for the summer so I can take one prerequisite course so that I don’t get my graduation date delayed by a year.”

Students who are simply surviving the adaptation to the university may be more vulnerable to barriers to persistence. They may also not be able to take advantage of opportunities that contribute to a thrive adaptation or that will help them succeed beyond college. One student discussed financial barriers to participation:

“I mean I’d love to be more involved and do more campus stuff but realistically that’s not doable for my financial situation.”

Further research is needed to better interrogate and understand the paths leading to survive and thrive adaptations and how these different ways of adapting impact students in the long run, to graduation and beyond.

Adapting in STEM

While Schlossberg’s model is useful in describing the general experience of adapting to a life transition, having a model for STEM community college transfer students’ adaptation to the 4-year university allows for a deeper understanding of the characteristics impacting these students. Students pursing a STEM degree already face many barriers, and transferring midway through this journey can compound these barriers ( Packard et al. , 2012 ). Individual characteristics in our model that are fundamental to the STEM student experience—including their perceptions of scientists and their individual science identity, self-efficacy, and sense of belonging—have proven to be key elements to persistence in STEM fields ( Estrada et al. , 2011 ; Estrada et al. , 2018 ; Rainey et al. , 2018 ; Simon et al. , 2015 ; Strayhorn, 2018 ). The students who expressed these factors more readily also appeared to be more closely aligned with a thrive adaptation. We believe that, if universities and community colleges alike can intentionally focus on bolstering the factors in the AMATT ( Figure 2 ) that tend to lead to a thriving adaptation, more students may have the chance to persist to graduation posttransition.

Leveraging Structured STEM Support Programs

Because we conducted and analyzed focus groups with community college transfer students both supported by SIPs and not supported by SIPs, we were able to clearly detect and begin to understand differences in their experiences. The experiences that SIP and non-SIP students discussed regarding their transitions and adaptations, were at times viscerally different between the groups. Understanding these differences may allow us to leverage the support provided by SIPs and find ways to facilitate thriving for more community college transfer students.

Both SIP and non-SIP participants revealed several negative transition experiences and that these experiences caused them a high degree of stress. This suggests that being part of a SIP does not necessarily eliminate “transfer shock” but instead may provide students with the tools to better cope with challenges experienced at the university and promote a quicker, more robust adaptation.

“I had a very rough transfer and I think just having the [SIP peers] that I can relate to has been nice and we have been together through all three terms. And then having [SIP mentors] as well, I don’t know, it’s kind of a reason to stay.”—SIP participant

SIP participants readily discussed positive environmental characteristics that aligned with the thrive adaptation, including institutional supports and interpersonal support systems, whereas more non-SIP participants were prone to explaining a lack of quality supports—in particular, a lack of social and emotional support. In fact, we did not code focus groups with SIP participants as discussing a lack of emotional support. SIP participants more frequently discussed having feelings of morale regarding the university. Conversely, non-SIP participants framed the university as their “default” option and noted that they did not have a choice regarding where they could attend. SIP participants also discussed their identities as a member of an SIP and how this supported the development of their science identity, sense of belonging, and self-efficacy. These factors seemed to contribute to a thrive adaptation, whereas, non-SIP participants more often discussed that they did not always feel the need to belong to the university.

“I definitely think going through the [SIP program] really helped introduce me to all the resources that are available for me, both on campus and even outside of campus. Having this group, I call them my tribe, my tribe of people who are like minded that we can talk to outside of class and debrief. And they are just there for moral and emotional support. Which for me is the most important part. I get so tied up in my inferiority complex, like I’m not good enough, I don’t belong here, I should just quit. It is just nice to have people who are in the same boat as you, who can tell you ‘No, you are doing fine.’”—SIP participant

“Being in the [SIP] has definitely opened up a lot of doors for me here at [the university]. It has also made me feel like a part of [the university]. Talking to some of my other classmates who aren’t in a program like this, I feel like they kind of feel lost and don’t have a drive and aren’t doing as well. It’s not that they aren’t smart, it is just that they maybe lose their focus a little bit. So being in a [SIP] is really nice, because it helps to guide me and remind me of where I am headed.”—SIP participant

“I feel like feeling supported is more important to me than feeling like I’m in the community.”—Non-SIP participant

“Honestly, I don’t care about free ice cream socials or whatever. I’m glad that it’s there for other people who enjoy it but I’m not 18. I’ve already been through the workforce. I just want to get really good grades and then go get a good paycheck.”—Non-SIP participant

By examining the differences between students’ experiences and affordances, we can begin to understand what types of support may facilitate a thrive adaptation for community college transfer students, even if they do not have specific programmatic support. It is critical to see these often ephemeral, yet impactful interventions as opportunities for learning, growth, and institutionalization of the aspects that appear to facilitate student success at individual institutions.

Limitations

There are several limitations to our study in addition to the demographic representation discussed earlier ( Participants ). First, this study was not initially designed around the human adaptation to transitions theory, but instead this framework was deemed suitable during the data analysis stage after data collection occurred. Second, this study describes the collective experience of a subset of self-selecting students and therefore is not representative of all students at our university or other institutions. Third, while we intentionally designed the focus groups to separate SIP and non-SIP students, this may have led to SIP students sharing more, as they might have been familiar and comfortable with other participants due to their participation in the same programs; conversely, this may have also caused SIP participants to hold back from openly sharing their experiences if they were concerned about future interactions with other participants. Fourth, while we intentionally conducted focus groups to understand the collective transfer student experience, we recognize that there are limitations to focus group data. Those limitations include that some students may not have spoken up due to the group dynamics or may not have answered every question posed by the facilitators ( Parker and Tritter, 2006 ). Finally, our research is not representative of students who did not adapt to the transition or students who left college, as they all were currently “adapting.” Studying an attrition group with the AMATT, thus identifying a new pathway of nonadaptation, could lead to key insights, such as when survive characteristics outweigh thrive characteristics to a student’s detriment. Equipping the AMATT with such an additional pathway could be highly informative.

STEM students transferring from a community college to a 4-year university face a complex transition wherein many characteristics will contribute to their ability or inability to adapt. This adaptation may also look different for students depending on any number of factors. While community college transfer students can cope with the transition to a university and survive, all students deserve to have access to the support that they need to thrive. Helping students adapt in a way that allows them to thrive may lead to better student retention and could help set students up for success beyond the university. This work centers and leverages the student voice to supplement a growing understanding of STEM community college students’ pathways to the 4-year university and provides a model for practitioners who aim to better support the transfer student experience.

Supplementary Material

Acknowledgments.

We thank the student study participants for their invaluable contributions. We also thank Julia Burrows and Emma Goodwin for their help conducting focus groups and Lindsay Lutner for assistance in data analysis. This research was supported in part by NSF no. 1742542, awarded to E.E.S.

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189+ Most Exciting Qualitative Research Topics For Students

Researchers conduct qualitative studies to gain a holistic understanding of the topic under investigation. Analyzing qualitative? Looking for the best qualitative research topics?

If yes, you are here at the right place. We are discussing here all the topics in every field. Basically, qualitative research is the most valuable approach within the fields of social sciences, humanities, and various other fields.

Qualitative research uses a wide array of methods such as interviews, focus groups, participant observation, content analysis, and case studies. Even among others, to gather and analyze non-numerical data.

In this blog, we will explore the diverse, most interesting qualitative research topics, highlighting their importance. Whether you are a student, a scholar, or a practitioner in your field, these best qualitative research ideas are most helpful for you.

Must Read: 21 Ways To Get Good Grades In College

What Is Qualitative Research

Table of Contents

Qualitative research is a systematic and exploratory approach to research that focuses on understanding and interpreting the complexities of human experiences, behaviors, and phenomena. It aims to provide in-depth insights into the “how” and “why” of various issues by examining them in their natural settings and contexts. Unlike quantitative research, which primarily deals with numerical data and statistical analysis, qualitative research relies on non-numerical data such as interviews, observations, textual analysis, and participant narratives to uncover deeper meanings and patterns.

Key Characteristics Of Qualitative Research

These are the main features of Qualitative research. It is such as;

1. Subjective Understanding

Qualitative research is concerned with subjective aspects of human experiences, such as beliefs, emotions, values, and perceptions. It seeks to understand the world from the perspectives of the individuals being studied.

2. Contextual Exploration

Researchers immerse themselves in the context or environment in which the phenomenon of interest occurs. This contextual understanding is crucial for interpreting the findings accurately.

3. Flexibility

Qualitative research methods are flexible and adaptive, allowing researchers to adjust their approaches as they gain insights during the research process.

4. Small Sample Sizes

Qualitative studies often involve smaller samples compared to quantitative research, but they prioritize depth over breadth, aiming to gain a profound understanding of a particular group or issue.

5. Data Collection Techniques

Qualitative data is gathered through various techniques, including interviews, focus groups, participant observations, document analysis, and open-ended surveys. Researchers often use a combination of these methods to triangulate their findings.

6. Inductive Approach

Qualitative research typically employs an inductive approach, meaning that researchers develop theories or concepts based on the data they collect, rather than testing pre-existing hypotheses.

7. Rich and Detailed Data

The data collected in qualitative research is rich and descriptive, often involving transcripts of interviews, field notes, or coded textual data. Researchers analyze this data to identify themes, patterns, and relationships.

8 Great Tips On How To Choose Good Qualitative Research Topics

Here are some tips to help you select strong qualitative research topics:

1. Personal Interest and Passion: Start by considering what genuinely interests and excites you. Your enthusiasm for the topic will sustain your motivation throughout the research process.

2. Relevance: Ensure that your chosen topic is relevant to your field of study or the discipline you are working within. It should contribute to existing knowledge or address a meaningful research gap.

3. Research Gap Identification: Review relevant literature and research to identify gaps or areas where there is limited qualitative research. Look for unanswered questions or underexplored aspects of a particular subject.

4. Feasibility: Assess whether the topic is feasible within the scope of your research project. Consider factors like available time, resources, and access to potential participants or data sources.

5. Clarity and Specificity: Your research topic should be clear, specific, and well-defined. Avoid overly broad topics that are difficult to explore in depth. Narrow it down to a manageable focus.

6. Significance: Ask yourself why your research topic matters. Consider the potential implications and applications of your findings. How might your research contribute to understanding, policy, or practice?

7. Originality: Aim for a unique angle or perspective on the topic. While you can build on existing research, strive to offer a fresh viewpoint or new insights.

8. Researchable : Ensure that your topic is researchable using qualitative methods. It should allow you to collect relevant data and answer research questions effectively.

137+ Most Exciting Qualitative Research Topics For All Students

These are The following best qualitative research topics are given below for the students.

Qualitative Research Topics In Health and Medicine

Experiences of healthcare workers during the COVID-19 pandemic.
Perceptions of alternative medicine among cancer patients.
Coping mechanisms of individuals with chronic illnesses.
The impact of telemedicine on patient-doctor relationships.
Barriers to mental health treatment-seeking among minority populations.
Qualitative analysis of patient experiences with organ transplantation.
Decision-making processes of families regarding end-of-life care.

Qualitative Research Topics In Education

The role of parental involvement in student academic achievement.
Teacher perceptions of remote learning during a pandemic.
Peer influence on academic motivation and performance.
Exploring the experiences of homeschooling families.
The impact of technology on the classroom environment.
Factors influencing student dropout rates in higher education.

Qualitative Research Topics In Psychology and Mental Health

Understanding the stigma associated with seeking therapy.
Experiences of individuals living with anxiety disorders.
Perceptions of body image among adolescents.
Coping strategies of survivors of traumatic events.
The impact of social support on mental health recovery.
Narratives of individuals with eating disorders.

Qualitative Research Topics In Sociology and Culture

Experiences of immigrants in adapting to a new culture.
The role of social media in shaping cultural identities.
Perceptions of police-community relations in marginalized communities.
Gender dynamics in the workplace and career progression.
Qualitative analysis of online dating experiences.
Narratives of LGBTQ+ individuals coming out to their families.

Qualitative Research Topics In Technology and Society

User experiences with augmented reality applications.
Perceptions of online privacy and data security.
The impact of social media on political activism.
Ethical considerations in artificial intelligence development.
Qualitative analysis of online gaming communities.
Experiences of individuals participating in virtual reality environments.

Qualitative Research Topics In Environmental Studies

Public perceptions of climate change and environmental policies.
Experiences of individuals involved in sustainable living practices.
Qualitative analysis of environmental activism movements.
Community responses to natural disasters and climate change.
Perspectives on wildlife conservation efforts.

Qualitative Research Topics In Business and Economics

Qualitative analysis of consumer behavior and brand loyalty.
Entrepreneurial experiences of women in male-dominated industries.
Factors influencing small business success or failure.
Corporate social responsibility and its impact on consumer trust.
Experiences of employees in remote work settings.

Qualitative Research Topics In Politics and Governance

Perceptions of voter suppression and electoral integrity.
Experiences of political activists in grassroots movements.
The role of social media in shaping political discourse.
Narratives of individuals involved in civil rights movements.
Qualitative analysis of government responses to crises.

Qualitative Research Topics In Family and Relationships

Experiences of couples in long-distance relationships.
Parenting styles and their impact on child development.
Sibling dynamics and their influence on individual development.
Narratives of individuals in arranged marriages.
Experiences of single parents in raising their children.

Qualitative Research Topics In Art and Culture

Qualitative analysis of the impact of art therapy on mental health.
Experiences of artists in exploring social and political themes.
Perceptions of cultural appropriation in the arts.
Narratives of individuals involved in the hip-hop culture.
The role of art in preserving cultural heritage.

Qualitative Research Topics In Crime and Justice

Experiences of formerly incarcerated individuals reentering society.
Perceptions of racial profiling and police violence.
Qualitative analysis of restorative justice programs.
Narratives of victims of cyberbullying.
Perspectives on juvenile justice reform.

Qualitative Research Topics In Sports and Recreation

Experiences of athletes in overcoming career-threatening injuries.
The role of sports in building resilience among youth.
Perceptions of performance-enhancing drugs in professional sports.
Qualitative analysis of sports fandom and its impact on identity.
Narratives of individuals involved in adaptive sports.

Qualitative Research Topics In History and Heritage

Experiences of descendants of historical events or figures.
Perceptions of cultural preservation and heritage conservation.
Narratives of individuals connected to indigenous cultures.
The impact of oral history on preserving traditions.
Qualitative analysis of historical reenactment communities.

Qualitative Research Topics In Religion and Spirituality

Experiences of individuals who have undergone religious conversion.
Perceptions of spirituality and well-being.
The role of religion in shaping moral values and ethics.
Narratives of individuals who have left religious communities.
Qualitative analysis of interfaith dialogue and cooperation.

Qualitative Research Topics In Travel and Tourism

Experiences of solo travelers in foreign countries.
Perceptions of sustainable tourism practices.
Qualitative analysis of cultural immersion through travel.
Narratives of individuals on pilgrimages or spiritual journeys.
Experiences of individuals living in tourist destinations.

Qualitative Research Topics In Human Rights and Social Justice

Narratives of human rights activists in advocating for change.
Experiences of refugees and asylum seekers.
Perceptions of income inequality and wealth distribution.
Qualitative analysis of anti-discrimination campaigns.
Perspectives on global efforts to combat human trafficking.

Qualitative Research Topics In Aging and Gerontology

Experiences of individuals in assisted living facilities.
Perceptions of aging and quality of life in older adults.
Narratives of caregivers for elderly family members.
The impact of intergenerational relationships on well-being.
Qualitative analysis of end-of-life decisions and hospice care.

Qualitative Research Topics In Language and Communication

Experiences of individuals learning a second language.
Perceptions of non-verbal communication in cross-cultural interactions.
Narratives of people who communicate primarily through sign language.
The role of language in shaping identity and belonging.
Qualitative analysis of online communication in virtual communities.

Qualitative Research Topics In Media and Entertainment

Experiences of content creators in the digital media industry.
Perceptions of representation in the film and television industry.
The impact of music on emotional well-being and identity.
Narratives of individuals involved in fan communities.
Qualitative analysis of the effects of binge-watching on mental health.

Qualitative Research Topics In Ethics and Morality

Experiences of individuals faced with ethical dilemmas.
Perceptions of moral relativism and cultural differences.
Narratives of whistleblowers in exposing corporate misconduct.
The role of empathy in ethical decision-making.
Qualitative analysis of the ethics of artificial intelligence.

Qualitative Research Topics In Technology and Education

Experiences of teachers integrating technology in the classroom.
Perceptions of online learning and its effectiveness.
The impact of educational apps on student engagement.
Narratives of students with disabilities using assistive technology.
Qualitative analysis of the digital divide in education.

Qualitative Research Topics In Gender and Sexuality

Experiences of transgender individuals in transitioning.
Perceptions of gender roles and expectations.
Narratives of individuals in same-sex relationships.
The impact of intersectionality on experiences of gender and sexuality.
Qualitative analysis of gender-based violence and advocacy.

Qualitative Research Topics In Migration and Diaspora

Experiences of immigrants in maintaining cultural ties to their home country.
Perceptions of identity among second-generation immigrants.
Narratives of refugees resettling in new countries.
The role of diaspora communities in supporting homeland causes.
Qualitative analysis of immigration policies and their impact on families.

Qualitative Research Topics In Food and Nutrition

Experiences of individuals with specific dietary restrictions.
Perceptions of food sustainability and ethical consumption.
Narratives of people with eating disorders seeking recovery.
The role of food in cultural identity and traditions.
Qualitative analysis of food insecurity and hunger relief efforts.

Qualitative Research Topics In Urban Studies and Community Development

Experiences of residents in gentrifying neighborhoods.
Perceptions of community engagement and empowerment.
Narratives of individuals involved in urban farming initiatives.
The impact of housing policies on homelessness.
Qualitative analysis of neighborhood safety and crime prevention.

Qualitative Research Topics In Science and Technology Ethics

Experiences of scientists in navigating ethical dilemmas.
Perceptions of scientific responsibility in climate change research.
Narratives of whistleblowers in scientific misconduct cases.
The role of ethics in emerging technology development.
Qualitative analysis of the ethics of genetic engineering.

Qualitative Research Topics In Social Media and Online Communities

Experiences of individuals in online support groups.
Perceptions of social media’s influence on self-esteem.
Narratives of social media influencers and their impact.
The role of online communities in social and political movements.
Qualitative analysis of cyberbullying and online harassment.

Qualitative Research Topics in Daily Life

The Impact of Social Media on Personal Relationships and Well-being.
Exploring the Experience of Remote Work during the COVID-19 Pandemic.
Perceptions of Sustainable Living Practices Among Urban Dwellers.
Qualitative Analysis of Food Choices and Eating Habits in a Fast-paced Society.
Understanding the Motivations and Barriers to Physical Activity Among Adults.

Qualitative Research Topics for Students

Student Perceptions of Online Learning: Challenges and Opportunities.
Peer Pressure and Decision-making Among Adolescents.
Exploring the Transition from High School to College: Student Experiences.
The Role of Extracurricular Activities in Student Development.
Motivations and Challenges of Student Entrepreneurs in Starting Their Businesses.

Qualitative Research Topics for STEM Students

Qualitative Analysis of Ethical Dilemmas in Scientific Research.
Women in STEM: Barriers, Challenges, and Strategies for Success.
Understanding the Decision-making Process in Biomedical Research.
Qualitative Exploration of Team Dynamics in Engineering Projects.
Perceptions of Artificial Intelligence and Automation Among STEM Professionals.

Qualitative Research Titles Examples

“Voices of Resilience: Narratives of Cancer Survivors.”
“Exploring Cultural Identity Among Immigrant Communities.”
“From Addiction to Recovery: Life Stories of Former Substance Abusers.”
“Inside the Classroom: Student and Teacher Perspectives on Inclusive Education.”
“Navigating Caregiving: Experiences of Family Members Caring for Alzheimer’s Patients.”

Qualitative Research Topics in Education

Teacher Beliefs and Practices in Culturally Responsive Pedagogy.
Qualitative Study of Bullying Incidents in Elementary Schools.
Homeschooling: Parent and Student Perspectives on Alternative Education.
Evaluating the Impact of Technology Integration in Classroom Learning.
Parental Involvement in Early Childhood Education: A Qualitative Analysis.

Qualitative Research Topics for Nursing Students

Patient Experiences of Chronic Illness Management.
The Role of Empathy in Nursing Practice: A Qualitative Study.
Qualitative Exploration of End-of-Life Care Decision-making.
Perceptions of Nurse-Patient Communication in Intensive Care Units.
Nursing Burnout: Causes, Consequences, and Coping Strategies.

Qualitative Research Topics for Human Studies

Understanding the Impact of Climate Change on Vulnerable Communities.
The Role of Social Support in Mental Health Recovery.
Experiences of First-time Homebuyers in the Real Estate Market.
Exploring the Motivations and Challenges of Volunteering.
Narratives of Trauma Survivors: Coping and Resilience.

Qualitative Research Topics 2023

Emerging Trends in Remote Work: Employee Perspectives.
The Influence of Social Media on Political Engagement in the Post-COVID-19 Era.
Qualitative Study of Mental Health Stigma Reduction Campaigns.
Sustainability Practices in Business: Stakeholder Perceptions and Implementation.
Narratives of Long COVID: The Lived Experience of Survivors.

10 Major Differences Between Qualitative And Quantitative Research

Here are the 10 best differences between qualitative and quantitative research:

Conclusion – Qualitative Research Topics

Consequently, the selection of qualitative research topics is a critical phase in the journey of any researcher or student pursuing qualitative inquiry. The process of choosing the right topic involves a delicate balance of personal passion, research significance, feasibility, and ethical considerations.

As we’ve discussed, it’s essential to choose a topic that not only resonates with your interests but also contributes to the broader academic or practical discourse. Qualitative research offers a unique lens through which to examine the complexities of human experiences, behaviors, and phenomena.

It provides the opportunity to delve deep into the “how” and “why” of various subjects, offering nuanced insights that quantitative methods may not capture. Whether you are investigating personal narratives, cultural dynamics, educational practices, or social phenomena, qualitative research allows you to uncover the rich tapestry of human existence.

What is a good topic for qualitative research?

Self-esteem among people from low socioeconomic backgrounds. The advantages of online learning over physical learning.

What are the five topics of qualitative research?

These are biography, ethnography, phenomenology, grounded theory, and case study.

What is the easiest type of qualitative research?

Content analysis is possibly the most common and straightforward QDA method. At the simplest level, content analysis.

What are the 4 R’s of qualitative research?

Qualitative social research, whether conducted as ethnography, participant observation, or in situ interviewing, fares poorly when examined by the criteria of representativeness, reactivity, reliability, and replicability.

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Qualitative research in STEM : studies of equity, access, and innovation

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Contributors

Description

Creators/contributors, contents/summary.

Contents Introduction Sherry Marx
*"I am an innovator:" Quahn's Counter-narrative of Becoming in STEM
Angela Calabrese Barton, Myunghwan Shin, and LaQuahn Johnson
*"I come because I make toy.": Examining Nodes of Criticality in an Afterschool Science & Engineering (SE) Club with Refugee Youth
Edna Tan and Beverly Faircloth
* Sociocultural Analysis of Engineering Design: Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education
Joel Alejandro Mejia
* Bruised But Not Broken: African American Women Persistence in Engineering Degree Programs in Spite of Stereotype Threat
Sherry Marx
* Examining Academic Integrity in the Postmodern: Undergraduates' Use of Solutions to Complete Textbook-based Engineering Coursework
Angela Minichiello
* Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering
Matthew Meyer and Sherry Marx
* nitacimowinis: A research story in Indigenous Science Education
* From Ambivalences toward Self-Efficacy: Bilingual Teacher Candidates' Shifting Sense of Knowing as Conocimiento with STEM
Anita Bright and G. Sue Kasun
* Examining the Non-Rational in Science Classrooms: Girls, Sustainability, and Science Education
Kim Haverkos
* Seven Types of Subitizing Activity Characterizing Young Children's Mental Activity
Beth L. MacDonald and Jesse L. M. Wilkins
* Orienting Students to One Another and to the Mathematics During Discussions
Elham Kazemi and Adrian Cunard List of Contributors Index.
(source: Nielsen Book Data)

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The Dr. Frank Y. Chuck and Dr. Bernadine Chuck Fong Family Book Fund

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QUALITATIVE RESEARCH IN STEM EDUCATION: Studies of Equity, Access and Innovation

Qualitative Research in STEM Education examines the ground-breaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in STEM, most notably minority students and women. Investigations ito these issues, as well as the high dropout rate among engineering students and issues of academic integrity in STEM, come with detailed explanations of the study methodologies used in each case. Contributors also provide personal narratives that share their perspectives on the benefits of qualitative research methodologies for the topics explored. Through a variety of qualitative methodologies, including participatory action research, indigenous research, and critical ethnography, this volume aims to reveal and remedy the inequalities within STEM education today.

85 Unique Research Topics for STEM Students

Table of Contents

Are you a STEM (Science, Technology, Engineering, and Mathematics) student? If yes, then during your academic journey, you must do qualitative or quantitative research on your field of study. Generally, for doing research, an ideal topic is essential. Since STEM covers broad disciplines, it might be challenging for you to identify the right topic for your research. But, with our assistance, you can effectively handle your research topic selection process. Here, we have suggested 85 best research topics for STEM students on different subjects.

In addition to the list of STEM research topics, we have also shared the importance of STEM research and tips for choosing a perfect STEM research topic.

Explore this entire blog and get exclusive qualitative and quantitative STEM research ideas across a variety of fields.

What is STEM?

STEM refers to Science, Technology, Engineering, and Mathematics. It is a manner of discussing things like education, employment, and activities relating to these four fundamental areas.

Science is the study of the world around us. Technology is the use of tools and equipment to solve problems. Engineering is the design and construction of things. Mathematics is the study of numbers and their applications. STEM enables every student to research, discover, and build interesting things that make our world better and more enjoyable.

Importance of STEM Research

In recent times, our world has been facing tremendous growth in the science and technology fields. This advancement is a result of the continuous research in the STEM areas. Moreover, STEM research is also significant in several aspects as listed below.

STEM research discovers new things and solves certain problems.
It contributes to finding treatments for diseases.
STEM research helps to develop new technology and makes human lives easier.
Engineers create products that improve the quality of human life.
Mathematics helps to comprehend and solve complicated problems.

STEM Research Type: Quantitative vs. Qualitative

STEM students can conduct either quantitative or qualitative research.

Quantitative research entails the methodical gathering and evaluation of numerical data to answer research questions, test hypotheses, identify trends, or find correlations between various factors. It is a systematic, objective approach to research that uses quantifiable data and scientific techniques to generate conclusions.

On the other hand, qualitative research is a methodical and exploratory method of research that focuses on comprehending and analyzing the challenges of human experiences, actions, and occurrences. Its goal is to provide deep insights into the “how” and “why” of various problems by studying them in their natural settings and surroundings.

When compared to quantitative research, qualitative research uses non-numerical data, such as discussions, notes, and open-ended surveys to investigate and comprehend the opinions, experiences, and ideas of individuals or groups.

STEM Researchers frequently select between quantitative and qualitative methods depending on their research objectives, questions, and the subject they are studying.

Know How to Choose a Good STEM Research Topic

As said earlier, for preparing a brilliant STEM research paper, an excellent topic is necessary. In case, you are unsure how to identify the right STEM research topic, follow the topic selection tips we have recommended below.

Determine Your Interests

Consider your interests and areas of excitement in science, technology, engineering, or math. It might be something you encountered in daily life, learned in school, or saw in the news. Simply, by selecting a topic that you are passionate about, you can enhance the pleasure of conducting research.

Examine Existing Subjects

Investigate several STEM research areas on the internet, in books, or at the library. Discover what subject specialists and scientists are researching. This can provide you with new ideas. Also, it can assist you in comprehending what is already known in your subject of choice.

Give Importance to Real-time Problems

Focus on the problems that exist around you. In specific, think about whether you can solve any issues in your community or world by using STEM concepts. Usually, selecting a study topic that fixes a real-world issue might bring more impact to your research.

Discuss with Teachers or Mentors

Talk to your teachers, mentors, or professors regarding what you are passionate about. They will offer assistance and propose STEM research topics that are relevant to your talents and goals. Furthermore, they may provide resources and help for your research.

Narrow Down the Topic

Once you’ve generated some ideas, limit them down to a specific study issue or project. Make sure the topic you select is not too wide or too narrow. Always pick a topic that you can thoroughly investigate within the boundaries of your STEM research paper.

Also Read: 200+ Excellent Research Paper Topics of 2023

List of the Best Research Topics for STEM Students

In case, you are confused about what STEM research topic to choose, then explore the list published below. In the list, you will get 85 outstanding STEM research topics on a wide range of subjects.

Quantitative Research Topics for STEM Students

Measure the effect of different light wavelengths on plant growth.
Examine the impact of pH levels on the rate of chemical reactions.
Investigate the relation between the number of blades on a wind turbine and energy output
Optimize algorithms for autonomous drone navigation in complex environments.
Explore the use of artificial intelligence in predicting and preventing forest fires.
Test the effectiveness of different insulating materials in conserving heat.
Analyze the effect of different concentrations of a substance on bacterial growth.
Investigate the effects of microplastic pollution on aquatic ecosystems.
Analyze the efficiency of solar panels in converting sunlight into electricity under varying conditions.
Study the behavior of magnets in different temperature conditions.
Explore the ethical implications of gene editing in humans.
Analyze the feasibility of harnessing geothermal energy from underwater volcanoes.
Explain the use of machine learning and AI in predicting and mitigating the impact of natural disasters.
Investigate the mechanisms of stem cell differentiation for regenerative medicine.
Explore the science behind the formation of auroras and their cultural significance.

Qualitative Research Topics for STEM Students

Share user experiences with augmented reality applications.
Analyze the impact of social media on political activism.
Present qualitative analysis of online gaming communities.
Analyze the impact of educational apps on student engagement.
Discuss ethical considerations in artificial intelligence development.
Share the perceptions of online privacy and data security.
Narratives of whistleblowers in scientific misconduct cases.
Explain the experiences of individuals participating in virtual reality environments.
Discuss the perceptions of artificial intelligence and automation among STEM Professionals.
Qualitative exploration of team dynamics in engineering projects.
Present the qualitative analysis of the digital divide in education.
Analyze the role of ethics in emerging technology development.
Discuss the perceptions of scientific responsibility in climate change.
Explore the decision-making process in biomedical research.
Qualitative analysis of the ethics of genetic engineering.

Science Research Topics for STEM Students

Study the relationship between diet and lifespan.
Analyze the synthesis of novel polymers with unique properties.
Examine the properties of dark matter and dark energy.
Study the effectiveness of various plant fertilizers.
Explore the dynamics of black holes and their gravitational effects.
Study the behavior of nanoparticles in different solvents.
Analyze the impact of climate change on crop yields.
Explore the physics of renewable energy sources like solar cells.
Study the properties of superfluids at low temperatures.
Investigate the chemistry of alternative fuels.
Explore the quantum properties of entangled particles.
Examine the physics of nanoscale materials and devices.
Analyze the effects of chemical additives on food preservation.
Investigate the chemistry of atmospheric pollutants.
Examine the physics of gravitational waves.

Math Research Topics for STEM Students

Analyze the properties of mathematical models for population dynamics.
Investigate the use of mathematical modeling in epidemiology.
Examine the use of numerical methods in solving partial differential equations.
Analyze the properties of algebraic structures in coding theory.
Explore the behavior of mathematical models in financial markets.
Analyze the behavior of chaotic systems using differential equations.
Examine the use of number theory in cryptography.
Investigate the properties of prime numbers and their distribution.
Analyze the behavior of mathematical models in climate prediction.
Study the optimization of algorithms for solving complex mathematical problems.

Engineering Research Ideas for STEM Students

Explore the efficiency of renewable energy storage systems.
Examine the impact of machine learning in predictive maintenance.
Study the impact of AI-driven design in architecture.
Examine the optimization of supply chain logistics using quantitative methods.
Analyze the effects of vibration on structural engineering.
Discuss the efficiency of water treatment processes in civil engineering.
Analyze the energy efficiency of smart buildings.
Examine the impact of 3D printing on manufacturing processes.
Explore the use of robotics in underwater exploration.
Study the structural integrity of materials in aerospace engineering.

STEM Research Paper Ideas on Computer Science and Technology

Analyze the effectiveness of recommendation systems in e-commerce.
Study the impact of cloud computing on data storage and processing.
Examine the use of neural networks in predicting disease outbreaks.
Explore the efficiency of data mining techniques in customer behavior analysis.
Examine the security of blockchain technology in financial transactions.
Study the impact of quantum computing on cryptography.
Analyze the effectiveness of sentiment analysis in social media monitoring.
Analyze the effectiveness of cybersecurity measures in protecting sensitive data.
Study the impact of algorithmic trading in financial markets.
Analyze the efficiency of data compression algorithms for large datasets.

Also Read: 140 Captivating Public Health Topics for Academic Paper

STEM Research Paper Topics on Health and Medicine

Analyze the impact of personalized medicine in cancer treatment.
Examine the use of wearable devices in monitoring patient health.
Study the epidemiology of chronic disease
Analyze the behavior of pharmaceutical drugs in clinical trials.
Investigate the use of bioinformatics in genomics research.
Analyze the properties of medical imaging techniques for early disease detection.
Study the impact of genetics in predicting disease susceptibility.
Explore the use of regenerative medicine in tissue repair.
Examine the use of artificial intelligence in medical diagnosis.
Analyze the behavior of pathogens in antimicrobial resistance.

Wrapping Up

Out of the numerous ideas suggested above, choose any topic of your choice and compose a great STEM research paper . If it is more difficult for you to choose a good research topic, perform STEM research, and prepare a brilliant thesis, then call us immediately.

On our platform, we have plenty of well-qualified STEM assignment helpers. For your academic work on any topic related to STEM subjects, our professionals will provide the best assistance. Most importantly, by taking STEM assignment help online from our experts, you can finish your tasks accurately and on time at a nominal price.

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Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020

Published: 23 February 2023

Cite this article

Ying-Shao Hsu ORCID: orcid.org/0000-0002-1635-8213 1 , 2 ,
Kai-Yu Tang ORCID: orcid.org/0000-0002-3965-3055 3 &
Tzu-Chiang Lin ORCID: orcid.org/0000-0003-3842-3749 4 , 5

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This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM-related publications were published after 2016. The most frequently used keywords in these sample papers were also identified. Further analysis identified the leading journals and most represented countries among the target articles. A series of co-word analyses were conducted to reveal word co-occurrence according to the title, keywords, and abstract. Gender moderated engagement in STEM learning and career selection. Higher education was critical in training a STEM workforce to satisfy societal requirements for STEM roles. Our findings indicated that the attention of STEM education researchers has shifted to the professional development of teachers. Discussions and potential research directions in the field are included.

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A review of STEM education with the support of visualizing its structure through the CiteSpace software

Wei Wei Chu, Nur Rosliana Mohd Hafiz, … Siew Wei Tho

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

Fatma Kayan-Fadlelmula, Abdellatif Sellami, … Salman Umer

Mathematics and interdisciplinary STEM education: recent developments and future directions

Merrilyn Goos, Susana Carreira & Immaculate Kizito Namukasa

Data Availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Hsu, YS., Tang, KY. & Lin, TC. Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020. Sci & Educ (2023). https://doi.org/10.1007/s11191-023-00419-6

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