Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

2008 ◽  
Vol 49 (4) ◽  
pp. 285-300 ◽  
Author(s):  
Darnell Cole ◽  
Araceli Espinoza
Keyword(s):  
Academic Success ◽  
Latino Students ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics

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.

scholarly journals Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

2017 ◽  
Vol 16 (4) ◽  
pp. es3 ◽  
Author(s):  
Michael Ashley ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Review Of The Literature ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

scholarly journals Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

2021 ◽  
Vol 41 (1) ◽  
pp. 47-63
Author(s):  
Nikola Grafnetterova ◽  
Hilda Cecilia Contreras Aguirre ◽  
Rosa M. Banda
Keyword(s):  
Student Athletes ◽  
College Graduates ◽  
Division I ◽  
Comprehensive Model ◽  
Work Experiences ◽  
Dream Work ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Collaborative Efforts

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.

scholarly journals Strategies And Initiatives That Revitalize Wesley College STEM Programs

2015 ◽  
Vol 12 (3) ◽  
pp. 195-208
Author(s):  
Malcolm J. D'Souza ◽  
William K. Kroen ◽  
Charlene B. Stephens ◽  
Richard J. Kashmar
Keyword(s):  
Academic Success ◽  
Liberal Arts ◽  
Student Support ◽  
Academic Excellence ◽  
Demographic Diversity ◽  
Stem Majors ◽  
Stem Programs ◽  
Large Numbers ◽  
And Mathematics ◽  
Minority Serving Institutions

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

2015 ◽  
Vol 19 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Jamie L. Jensen ◽  
Shannon Neeley ◽  
Jordan B. Hatch ◽  
Ted Piorczynski
Keyword(s):  
Scientific Reasoning ◽  
Educational Interventions ◽  
The United States ◽  
Reasoning Ability ◽  
Stem Majors ◽  
Freshman Year ◽  
Science Technology ◽  
Reasoning Skills ◽  
And Mathematics ◽  
High Level

The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.

Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation

2017 ◽  
Vol 55 (3) ◽  
pp. 453-487 ◽  
Author(s):  
Colleen M. Ganley ◽  
Casey E. George ◽  
Joseph R. Cimpian ◽  
Martha B. Makowski
Keyword(s):  
Gender Equity ◽  
Gender Bias ◽  
Gender Discrimination ◽  
College Major ◽  
College Majors ◽  
Stem Majors ◽  
Science Technology ◽  
Els 2002 ◽  
And Mathematics ◽  
The Impact

Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices.

scholarly journals Do Biology Majors Really Differ from Non–STEM Majors?

2017 ◽  
Vol 16 (3) ◽  
pp. ar48 ◽  
Author(s):  
Sehoya Cotner ◽  
Seth Thompson ◽  
Robin Wright
Keyword(s):  
Life Sciences ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Informed Citizenry ◽  
Improved Learning ◽  
And Mathematics ◽  
Survey Responses ◽  
Science Educators ◽  
Biology Majors

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry.

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

2019 ◽  
pp. 153819271986709
Author(s):  
Carmen Cruz ◽  
Geetu Rajpal ◽  
Michael Lecocke ◽  
Ian Martines ◽  
Anna Lurie
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Peer Coaching ◽  
South Texas ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics ◽  
Hispanic Serving

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

Building a Dynamic University-Community College Partnership: The Second Decade of a Broad, Mutually Beneficial Materials Science Collaboration

MRS Advances ◽  
2018 ◽  
Vol 3 (12) ◽  
pp. 637-642
Author(s):  
Joshua B. Halpern ◽  
Tito E. Huber ◽  
Scott A. Sinex ◽  
Scott D. Johnson ◽  
Paul Sabila ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Research Universities ◽  
Research University ◽  
Materials Science ◽  
Research Culture ◽  
Stem Majors ◽  
Science Technology ◽  
Science Collaboration ◽  
And Mathematics

ABSTRACTCollaborations between community colleges, non-research centered universities and research universities can enrich the flow of students into Science, Technology, Engineering and Mathematics (STEM) majors and careers. The nation is beginning to understand the importance of such interaction especially with under-represented minorities and those with disabilities. For over fifteen years our group has developed new ways to integrate these students and their faculty to the research culture. This will lead to increased diversity and inform research university faculty of the great talent that is latent in these underserved pools.

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