Applying a STEM Engagement Framework to Examine Short-Term Retention of Latinx and Other Underrepresented Groups in an Undergraduate STEM Scholar Program

Autor/inn/en	Javiera De Los Rios, Maria; Aparicio, Elyzza M.; Park, Hyun Ju; Oseguera, Leticia; Conchas, Gilberto Q.
Titel	Applying a STEM Engagement Framework to Examine Short-Term Retention of Latinx and Other Underrepresented Groups in an Undergraduate STEM Scholar Program
Quelle	In: Journal of Leadership, Equity, and Research, 9 (2023) 1, S.21-54 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; STEM Education; Learner Engagement; Disproportionate Representation; Hispanic American Students; School Holding Power; Intervention; Minority Group Students; Gender Differences; Females; Influences; Dropout Prevention + Suchen Sie Ihr Suchwort? STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Weibliches Geschlecht; Influence; Einfluss; Einflussfaktor
Abstract	Studying STEM Intervention Program (SIP) retention, particularly what distinguishes those students who remain in the program from those that leave, may be a key to better understand how to keep students on track towards STEM degree completion. This study focuses on the participation of Latinx and other underrepresented racial/ethnic minoritized (URM) groups in a STEM intervention and support program. Applying London, Rosenthal, Levy, and Lobel's (2011) STEM Engagement Framework on five cohorts of participants in a SIP, this study found that maintaining higher levels of scientific identity was related to program retention. Therefore, intentionally designing programs that address systemic inequities and celebrate and affirm minoritized groups' experiences can facilitate adjustment and success. Moreover, women-identified participants were also more likely to remain in the SIP relative to their men-identified counterparts. For practitioners and institutions alike, these results indicate the need to create and implement support programs for women in STEM that go beyond the traditional components of academic support. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01