RUME 28
2026
Alexandria, Virginia
Navigating Calculus: Challenges and Assets of First-Generation STEM Students
Page: 1299
This study investigated how eleven first-generation STEM students enacted their assets to persist through their calculus journey. Using Yosso’s (2005) community cultural wealth framework as a basis, this study expands on such framework to explain the process on how assets are enacted during calculus. Through interpretative phenomenological analysis, findings from participants’ interviews show certain content challenges within the course but also assets that stem from family or aspirations to support their persistence. These initial findings give insights on how to view students’ calculus journey as a multidimensional process that centers on their assets rather than viewing their experience in a situated academic setting.