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Education Sciences
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STEM Education for All: Breaking Barriers and Building Bridges
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STEM Education for All: Breaking Barriers and Building Bridges

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 May 2024) | Viewed by 25149

Special Issue Editors

Dr. Virginia Snodgrass Rangel

E-Mail Website
Guest Editor
Educational Leadership and Policy Studies, University of Houston, Houston, TX 77204-3027, USA
Interests: underserved students’ pathways into STEM studies and careers
Dr. Jerrod Henderson

E-Mail Website
Guest Editor
Chemical and Biomolecular Engineering, University of Houston, Houston, TX 77204-3027, USA
Interests: engineering identity; idiographic experiences of engineering and K-12 students and their families with an emphasis on Black men
Special Issues, Collections and Topics in MDPI journals
Dr. Daniel Burleson

E-Mail Website
Guest Editor
Engineering Undergraduate Programs, University of Houston, Houston, TX 77204-3027, USA
Interests: belonging, mentoring, and professional development of engineering undergraduate students; underrepresented and underserved student transitions into and out of engineering degrees

Special Issue Information

Dear Colleagues,

The purpose of this Special Issue is to bring together scholarship that investigate the critical transitions that students experience as they move through secondary school into postsecondary education and into a STEM career. We draw on research from both STEM education and higher education to define critical transitions as the changes students make from one phase of the educational process to the next as they progress toward their goal (Chang, Buonora, Stevens, & Kwon, 2016; Yosso & Solórzano, 2006). Etzkowitz and colleagues (2000) describe these moves as points when young people either may be drawn into a STEM pathway or may fall or be pushed out (e.g., introductory-level college courses that seek to ‘weed out’ certain students).

We invite high-quality original research that addresses timely issues relating to the critical transitions students go through in their pathway into STEM studies and careers, with a focus on broadening participation in STEM studies and careers. We are interested in research relating to P-20 STEM in the following areas:

  1. Policies that hinder or enhance student pathways into STEM (e.g., financial aid policies; university transfer policies; course requirements);
  2. Informal supports for underserved students (e.g., bridge programs, mentoring, summer camps);
  3. Instructor development (e.g., pre-service teacher education, professional development);
  4. Student motivational beliefs (e.g., student identity, self-efficacy).

We welcome quantitative, qualitative, or mixed methods designs and research from across the globe.

Dr. Virginia Snodgrass Rangel
Dr. Jerrod A. Henderson
Dr. Daniel Burleson
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM pathways
  • broadening participation
  • STEM education

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Published Papers (12 papers)

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16 pages, 249 KiB  
Article
The Influence of the Sherman STEM Teacher Scholars Program on Persistence in Science, Technology, Engineering, and Mathematics: A Mixed-Methods Study
by Ramon B. Goings and Brittany Boyd
Educ. Sci. 2024, 14(10), 1076; https://doi.org/10.3390/educsci14101076 - 2 Oct 2024
Cited by 2 | Viewed by 990
Abstract
This sequential explanatory mixed-methods study investigated the differences in persistence between students from the Sherman STEM Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, and STEM majors not in the program. Quantitative results indicated that STEP participants had higher [...] Read more.
This sequential explanatory mixed-methods study investigated the differences in persistence between students from the Sherman STEM Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, and STEM majors not in the program. Quantitative results indicated that STEP participants had higher levels of academic integration, women scored higher on persistence factors than men, and White students had a higher degree commitment than students of color. Qualitative findings indicated that STEP provided a family atmosphere and connected their coursework to their career aspirations. Women of color felt stereotyped by White classmates in STEM courses, which impacted their degree of commitment, and students of color in STEP relied on the program as a counterspace to racially insensitive STEM classrooms. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
21 pages, 293 KiB  
Article
“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution
by Veronica L. Fematt, Mayra Puente, Katherine Arias Garcia and Rebeca Mireles-Rios
Educ. Sci. 2024, 14(9), 979; https://doi.org/10.3390/educsci14090979 - 5 Sep 2024
Viewed by 1731
Abstract
As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are [...] Read more.
As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely “serve” Latinx students in STEM fields at HSRIs. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
23 pages, 316 KiB  
Article
Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering
by Edward C. Fletcher Jr. and Turhan K. Carroll
Educ. Sci. 2024, 14(8), 873; https://doi.org/10.3390/educsci14080873 - 10 Aug 2024
Cited by 1 | Viewed by 1575
Abstract
Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine [...] Read more.
Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
31 pages, 973 KiB  
Article
“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students
by Kirk D. Rogers, Jr.
Educ. Sci. 2024, 14(8), 855; https://doi.org/10.3390/educsci14080855 - 7 Aug 2024
Cited by 1 | Viewed by 1846
Abstract
Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors [...] Read more.
Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors in a Southern California school district were analyzed using descriptive statistics and logistic regression analyses in STATA. The findings reveal factors that impact students’ ability and desire to complete a fourth year of math in high school, interconnected with institutional, structural, identity, and parental factors. One such finding is that accelerated 8th-grade math placement significantly increases the likelihood that a student would enroll in upper-level math coursework, such as “Beyond IM3” courses in high school. The researcher also investigated the influence of the concentration of Black math teachers in a school on the likelihood of a Black student enrolling in a Beyond IM3 math course. The results of this study contribute to an understanding of the limited racial diversity in STEM fields, highlighting the role of math as a major deterrent for Black students’ interest and persistence in STEM. The findings suggest the need for policy and curriculum changes to promote equitable access to advanced math coursework for Black students, especially in the 8th grade. This study also emphasizes the need to address the structural and institutional factors that influence Black students’ decision-making processes related to math course taking in high school. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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23 pages, 481 KiB  
Article
Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI
by Emma Claudia Perez, Elsa Maria Gonzalez and Isabella Sanchez Hernandez
Educ. Sci. 2024, 14(8), 848; https://doi.org/10.3390/educsci14080848 - 6 Aug 2024
Cited by 1 | Viewed by 2126
Abstract
Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in [...] Read more.
Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in STEM fields in a Hispanic-Serving Institution (HSI) were interviewed about their college experience and persistence. A Latine resilience model and an HSI servingness framework guided the analysis. Qualitative methodology via case study served to understand this research. Evidence gathered in this study demonstrates how social climate experiences and cultural background influence resilience and success strategies among diverse Latina STEM majors in an HSI. The STEM social climate or culture seemingly clashed with participants’ cultural backgrounds. Perhaps most pertinent to their cultural background and resilience as Latinas were the specific success strategies or assets that participants utilized to navigate the STEM experience. Participants gravitated to diverse spaces, desired more women and ethnic representation in their STEM departments, and practiced prosocial or communal motivations. Understanding STEM culture in conjunction with the assets and strategies that Latinas utilize as ethnic women is important for HSIs as they consider how they truly serve their constituents. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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23 pages, 316 KiB  
Article
Building Bridges in STEM Education: Minoritized Secondary School Student Computer Science Pathways and Experiences
by Bodunrin O. Banwo, Lizette Navarrete-Burks, Steven McGee and Randi McGee-Tekula
Educ. Sci. 2024, 14(8), 831; https://doi.org/10.3390/educsci14080831 - 31 Jul 2024
Viewed by 2074
Abstract
The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a [...] Read more.
The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study’s outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
17 pages, 640 KiB  
Article
Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs
by Rachel E. Durham, Michael L. Falk, Alexis G. Daniels, Allison Reigel, Alisha Sparks, Margo Williams and Emily J. Yanisko
Educ. Sci. 2024, 14(7), 789; https://doi.org/10.3390/educsci14070789 - 20 Jul 2024
Cited by 2 | Viewed by 2052
Abstract
Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for [...] Read more.
Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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24 pages, 313 KiB  
Article
Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces
by Madison E. Andrews and Audrey Boklage
Educ. Sci. 2024, 14(7), 772; https://doi.org/10.3390/educsci14070772 - 16 Jul 2024
Cited by 2 | Viewed by 1569
Abstract
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class [...] Read more.
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
20 pages, 1074 KiB  
Article
Unveiling Potential: Fostering Students’ Self-Concepts in Science Education by Designing Inclusive Educational Settings
by Martina Graichen, Silke Mikelskis-Seifert, Linda Hinderer, Katja Scharenberg and Wolfram Rollett
Educ. Sci. 2024, 14(6), 632; https://doi.org/10.3390/educsci14060632 - 12 Jun 2024
Viewed by 1335
Abstract
The relevance of experimentation in natural sciences and the importance of inclusion of all students are widely acknowledged. Successful scientific experimentation in the classroom is based on higher levels of science self-concept and appropriate instructions for completing the experiment. To facilitate the experimentation [...] Read more.
The relevance of experimentation in natural sciences and the importance of inclusion of all students are widely acknowledged. Successful scientific experimentation in the classroom is based on higher levels of science self-concept and appropriate instructions for completing the experiment. To facilitate the experimentation process, we developed a learning environment for magnetism with minimal barriers, aimed at fostering experimentation and self-concept development in dimensions such as language, visibility, and action. In a study involving 348 students from Grades 5 and 6 from German secondary schools, we investigated how students perceived the learning environment in terms of accessibility, how their self-concept in engaging with experimental instructions developed, and how these two concepts, accessibility and self-concept, are related. The results indicated that the students found the instructions of the digital learning environment to be accessible and showed a significant increase in self-concept when utilizing experimental instructions. It was also shown that the more accessible the students perceived the experimental instructions, the greater the increase in their self-concept with experimental instructions. However, only a small amount of variance was explained. This shows that such a digital learning environment can have positive effects on students, although the remaining open aspects (e.g., the specific support of low-achieving students) are being addressed and should be investigated in the future. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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18 pages, 1364 KiB  
Article
Science Identity in Undergraduates: A Comparison of First-Year Biology Majors, Senior Biology Majors, and Non-STEM Majors
by Krista L. Lucas and Thomas L. Vandergon
Educ. Sci. 2024, 14(6), 624; https://doi.org/10.3390/educsci14060624 - 10 Jun 2024
Viewed by 2200
Abstract
We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person [...] Read more.
We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person may develop early but is not fixed and may shift through science identity work. We investigated science identity views between STEM (science, technology, engineering, and mathematics) and non-STEM majors and assessed whether these views may be influenced by science identity work. Our questions were as follows: (1) How does science identity perception differ between non-STEM and STEM majors? (2) How do non-STEM and STEM students’ perceptions of their science identity change over time? (3) How do non-STEM majors describe a science person compared to STEM majors? We surveyed first-year biology majors, senior biology majors, and non-STEM majors to address our research questions. We found significant shifts in science identity in non-STEM majors taking a general education lab science class pre-course and post-course, differences in agreement regarding science identity between groups, and differences in how a science person is defined among the groups. Our data suggest that instructors can scaffold and support students’ science identity work to increase confidence, STEM retention, and ultimately can improve overall scientific literacy. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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17 pages, 270 KiB  
Article
Transitioning to Success: The Link between E-CTE and College Preparation for Students with Learning Disabilities in the United States
by Jay S. Plasman, Filiz Oskay and Michael Gottfried
Educ. Sci. 2024, 14(2), 116; https://doi.org/10.3390/educsci14020116 - 23 Jan 2024
Cited by 1 | Viewed by 2032
Abstract
In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning [...] Read more.
In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning disabilities (SWLDs) make up a large portion of all students and are, therefore, a crucial population on which to focus educational and career progression efforts. One potential means of promoting persistence along the STEM pipeline—engineering specifically—is through engineering career and technical education (E-CTE) coursework in high school. Using a nationally representative dataset, we explore how E-CTE participation links to college preparation and transition activities for SWLDs, including math SAT performance, dual credit course participation, college application, and FAFSA completion. Under our more rigorous school fixed-effects models, we find that E-CTE participation is associated with beneficial results across each of our outcomes. The implications are discussed. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)

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23 pages, 1225 KiB  
Case Report
Enhancing Rural Science Education through School District–University Partnership
by Venicia A. Ferrell and Alexis S. Tharpe
Educ. Sci. 2024, 14(7), 712; https://doi.org/10.3390/educsci14070712 - 30 Jun 2024
Cited by 2 | Viewed by 2746
Abstract
This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of [...] Read more.
This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality science education and improve student success in rural school districts. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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