From Aspiration to Adjustment: A Phenomenological Study of Students Denied Entry into the STEM Strand

This phenomenological study delves into the lived experiences of senior high school students at Junob National High School who were denied entry into the STEM strand. Guided by Collaizzi’s phenomenological method, the research involved in-depth interviews with nine purposefully selected students. Transcripts were meticulously analyzed to capture the essence of their lived realities. The findings suggested that participants experienced significant emotional frustrations and challenges, with the denial profoundly impacting their self-esteem and career goals. This study emphasizes the significance of selecting a senior high school strand that aligns with students’ intended career paths. Three key themes emerged: (1) grading qualifications for the STEM strand, (2) challenges faced by students denied entry, and (3) the coping mechanisms employed by these students. Despite the difficulties encountered, participants demonstrated resilience, managing to overcome these obstacles, which, in turn, bolstered their confidence. Furthermore, the study highlighted the influence of environmental factors on coping strategies. The support system available to students played a crucial role in their ability to adjust and move forward. These salient findings underscore the importance of a robust support system in navigating students' academic choices and mitigating the negative impacts of denial on their educational pathways. These findings imply the need for stronger academic guidance, a more supportive school environment, and clearer admission policies to help students navigate strand decisions and lessen the emotional impact of being denied entry into their preferred program.