Findings: 1) Positive Perception of STEM Education 2) Parents’ Support of Children’s Choices 3) Beneficial Impact of University-ECBO Partnership 4) Conflicting Perceptions of Identity: Race, Gender, Ethnicity/Culture, and Religion 

Implications:  Our work has scholarly significance because it addresses the needs and trajectories of an understudied and marginalized group. Prior research suggests that refugee students may have specific psychological needs that continue to go unmet because of institutional resource and staff constraints (Jack et al. 2019). Our work suggests that students’ broader community might serve to augment some of these psychological needs, so universities may consider building closer ties to ethnic and community-based organizations to facilitate STEM career accessibility. Moving forward, we recommend that college pipeline programs that work with immigrant students include families and community members (such as the ones described in this study) to ease the transition from secondary to higher education. This is especially important because the practical and cultural knowledge of immigrant people is often dismissed in collegiate settings. In other words, we advocate for higher education institutions to engage in large-scale partnerships with ECBOs. Cumulatively, institutional and systems level changes will undoubtedly lead to increased STEM aspirations and success for historically underrepresented populations.