Factors Associated with College STEM Participation of Racially Minoritized Students: A Synthesis of Research

Autor/inn/en	Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Jamil, Cayce; Moniz, Kyleigh; Barry, Leanne
Titel	Factors Associated with College STEM Participation of Racially Minoritized Students: A Synthesis of Research
Quelle	In: Review of Educational Research, 91 (2021) 4, S.614-648 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bottia, Martha Cecilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211012751
Schlagwörter	Minority Group Students; Racial Differences; Ethnicity; STEM Education; Undergraduate Students; College Readiness; Career Readiness; Disproportionate Representation; Majors (Students); Equal Education; Equal Opportunities (Jobs); Critical Theory; Race; Secondary Education; Educational Environment; Success; Psychological Patterns; Inclusion; Curriculum; Family Influence; Social Capital; Cultural Capital; Family Income; Educational Opportunities + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; STEM; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Kritische Theorie; Rasse; Abstammung; Sekundarbereich; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfolg; Inklusion; Curricula; Lehrplan; Rahmenplan; Sozialkapital; Familieneinkommen; Bildungsangebot; Bildungschance
Abstract	Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students' STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01