Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

Navigating the Landscape of the STEM Professoriate

2019 ◽  
pp. 22-65
Author(s):  
Pamela M. Leggett-Robinson ◽  
Brandi Campbell Villa
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Women Of Color ◽  
Institutional Racism ◽  
Stem Fields ◽  
Self Presentation ◽  
Science Technology ◽  
Trade Magazines ◽  
And Mathematics ◽  
Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

Navigating the Landscape of the STEM Professoriate

2021 ◽  
pp. 45-73
Author(s):  
Pamela M. Leggett-Robinson ◽  
Brandi Campbell Villa
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Women Of Color ◽  
Institutional Racism ◽  
Stem Fields ◽  
Self Presentation ◽  
Science Technology ◽  
Trade Magazines ◽  
And Mathematics ◽  
Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

Examining High School Students’ Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors

2021 ◽  
pp. 003804072110147
Author(s):  
Catherine Riegle-Crumb ◽  
Menglu Peng
Keyword(s):  
High School ◽  
High School Students ◽  
Stem Fields ◽  
School Students ◽  
College Majors ◽  
Stem Majors ◽  
Math Ability ◽  
Science Technology ◽  
Nationally Representative ◽  
And Mathematics

Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students’ choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

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