Mediating Access to STEM Experiences: A Qualitative Case Study of a STEM Intervention Program at a Community College

Community colleges play a critical role in expanding access to STEM education for students from low‑income households, yet limited research has examined student experiences in STEM intervention programs within these contexts. This qualitative case study examined how participation in a structured STEM intervention program at a community college mediated students’ access to academic, social, and experiential opportunities, and how students interpreted these experiences in relation to their engagement with STEM pathways. Drawing on semi‑structured interviews with 17 student participants, interviews with program mentors and the program coordinator, and analysis of program documents and student reflection papers, the study explored students’ experiences using sensitizing concepts from science identity literature, including interest in STEM pathways, perceived capability, engagement in STEM‑related practices, and experiences of recognition. Findings highlight how program structures facilitated access to mentoring relationships, undergraduate research experiences, and professional networks that were otherwise difficult for students to secure. Rather than presenting a linear or uniform trajectory, the findings underscore variation in how students interpreted and integrated these experiences based on personal histories and structural conditions. This study contributes to research on community college STEM pathways by offering an experience‑focused account of how STEM intervention programs mediate access to identity‑relevant experiences for students from low‑income households.