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Education Sciences
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Pathways to Progress and Practice: Leading the Way in STEM...
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Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (20 August 2025) | Viewed by 12569

Special Issue Editors

Prof. Dr. Donna Stokes

E-Mail Website
Guest Editor
Department of Physics, University of Houston, Houston, TX 77204, USA
Interests: physics education research; STEM student success; STEM teacher education; engineering education
Dr. Elsa Gonzalez

E-Mail Website
Guest Editor
College of Education, Texas A&M University, College Station, TX, USA
Interests: underrepresented students; access, resilience, retention, graduation, and workforce in STEM fields; HSI institutions; leadership and methodological issues in cross-language qualitative methodology

Special Issue Information

Dear Colleagues,

Providing pathways for students to earn STEM degrees and move forward into STEM careers has been challenging for many decades, especially for those from underserved groups.  Many programs aim to foster student interest in STEM at the K-12 level; however, the translation of these students to the post-secondary level continues to pose concerns for higher education researchers and administrators (decrease).  With the national need for a diverse workforce to address technological and societal issues in areas including health care, cyber and national security, economic growth and stability, and climate change, it is pertinent that effective programming that spans across disciplines is shared and utilized to prepare future scientists and engineers that can directly contribute to the US workforce.  

This Special Issue aims to provide higher education researchers as well as administrators with guidance on effective programs that can lead to an upward trajectory in the number of students pursuing and completing STEM degrees and moving into scientific jobs. Original research articles and reviews that provide insights to improve the current model for STEM education are welcome. 

This Special Issue will provide various perspectives on programming approaches and outcomes that can be modeled at various institutions to increase the pool and success of students pursuing STEM degrees. Highlighting individual program successes may lead to an expansion of successes across institutions and/or disciplines.  Research areas may include, but are not limited to, the following: recruitment and retention programs for students and/or faculty in STEM, research related to STEM teacher education programming that promotes best practices in teaching STEM to help students make connections to the content, effective informal education programs that engage undergraduates, K-12 students and/or the public in STEM activities, multidisciplinary programs that highlight faculty contributions that demonstrate effective practices, including mentoring, summer bridge programs, and teacher induction and support.  

The collective works of this Special Issue may provide a variety of pathways for promoting student interest and persistence to completing a STEM degree and movement into graduate/professional schools and/or into industry jobs. 

We look forward to receiving your contributions. 

Prof. Dr. Donna Stokes
Dr. Elsa Gonzalez
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 250 words) can be sent to the Editorial Office for assessment.

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 education
  • STEM teacher education
  • engineering education
  • STEM student success
  • resilience
  • diverse workforce

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

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25 pages, 1054 KB  
Article
Practicing Professionalism Framework: A Coherent Course Structure Aligned with Effective Practices for Physics Programs (EP3) Guidelines
by Martha-Elizabeth Baylor and Suzanne White Brahmia
Educ. Sci. 2026, 16(4), 607; https://doi.org/10.3390/educsci16040607 - 10 Apr 2026
Viewed by 373
Abstract
Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) [...] Read more.
Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), a course design framework developed in alignment with EP3 recommendations that encourages development of professional skills in a way that connects students’ interests and values to the broader physics community. We present the PPF in sufficient detail to enable motivated faculty to adopt and adapt it as a research-informed tool for aligning their course design with both their professional values and instructional goals. Next we present the PPF implemented in two very different instructional contexts, demonstrating how the PPF can offer a structured pathway for making courses more inclusive while preserving disciplinary rigor. We conclude with observations across the two case studies. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
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16 pages, 664 KB  
Article
Resilience Through Cultural Connections: Peer Mentorship Among Latinas in STEM at an HSI
by Jacqueline Alexandra White, Emma Claudia Perez, Elsa Maria Gonzalez and Judith Corral
Educ. Sci. 2025, 15(11), 1504; https://doi.org/10.3390/educsci15111504 - 6 Nov 2025
Viewed by 1065
Abstract
Latinas have graduated from college at an increasing rate over the last decade, but they are still underrepresented in science, technology, engineering, and mathematics (STEM) degree programs and careers. One method to tackle challenges that can affect the persistence of Latinas in STEM [...] Read more.
Latinas have graduated from college at an increasing rate over the last decade, but they are still underrepresented in science, technology, engineering, and mathematics (STEM) degree programs and careers. One method to tackle challenges that can affect the persistence of Latinas in STEM programs is mentorship. The mentorship program in the following study was part of a larger project focused on studying Latinas in STEM undergraduate success, which utilized a Latina/o resilience model as its conceptual framework. Through the use of focus groups and written reflections, we were guided by the following research question: What types of successful peer mentoring strategies do Latinas develop in their pursuit of a college STEM degree at a Hispanic Serving Institution in Texas? Three strategies emerged from the data: (a) connection through shared cultural experiences, (b) seeking other Latinas in STEM, and (c) moving from mentorship into friendship. We identified that mentorship rooted in shared cultural identity, peer support, and emotional connection served as key mechanisms of resilience and persistence. Resilience, through shared culture and context, was brought to the forefront during this mentorship experience. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
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15 pages, 666 KB  
Article
Mentor Influence Among Hispanic Engineering Students’ Learning Research Experiences
by Hilda Cecilia Contreras Aguirre, Stephanie Zackery and Luis Rodolfo Garcia Carrillo
Educ. Sci. 2025, 15(10), 1325; https://doi.org/10.3390/educsci15101325 - 7 Oct 2025
Cited by 1 | Viewed by 681
Abstract
The influential role of mentors in undergraduate research experiences (UREs) is of the utmost importance. This study examined the differences between cohorts among engineering undergraduate students who participated in a one-year research-focused program at a Hispanic-serving institution (HSI). The study’s purpose was to [...] Read more.
The influential role of mentors in undergraduate research experiences (UREs) is of the utmost importance. This study examined the differences between cohorts among engineering undergraduate students who participated in a one-year research-focused program at a Hispanic-serving institution (HSI). The study’s purpose was to gain insight into the mentors’ influence on students’ learning by assessing different cohorts as well as the acquisition of social, professional, technical, and research skills. With a mixed-methods approach, undergraduate students responded to surveys and participated in one-on-one interviews describing the relationships with their mentors. Results indicated differences by cohort in three areas: research understanding in engineering, professional and social skills, and research skills, with students from cohort three scoring lower than the other cohorts in all three sections. Students from the third cohort found gaps and limitations in the mentoring, while students from the other cohorts described benefits and gains with mentors sharing personal, academic, and professional experiences. Students expressed a stronger connection with their mentors when mentors showed accessibility, availability, knowledge, and willingness to support students. Institutional programs should be aware of the essential role mentors play in creating a welcoming and positive climate for students that could ultimately change students’ decisions about their career plans. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
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21 pages, 550 KB  
Article
Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems
by Alyssa Guadalupe Cavazos, Valerie Leija and Javier Cavazos Vela
Educ. Sci. 2025, 15(7), 865; https://doi.org/10.3390/educsci15070865 - 5 Jul 2025
Viewed by 2845
Abstract
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning [...] Read more.
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
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15 pages, 261 KB  
Article
Comparing STEM and Non-STEM Instructor Motivation Suggests Directions for STEM Education Innovations
by Deborah South Richardson and Robert S. Bledsoe
Educ. Sci. 2025, 15(6), 720; https://doi.org/10.3390/educsci15060720 - 9 Jun 2025
Cited by 1 | Viewed by 2076
Abstract
This study compares the motivation and teaching practices of STEM and non-STEM instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students in higher education. Instructors completed measures of [...] Read more.
This study compares the motivation and teaching practices of STEM and non-STEM instructors with the aim of discovering factors that may contribute to and can be applied to improve the retention and persistence of STEM students in higher education. Instructors completed measures of mindset, motivation, and teaching practices. We found that non-STEM instructors reported being more motivated by belief in student efficacy than STEM instructors, and they reported a greater use of evidence-based teaching practices. Subsequent analyses revealed that mastery goals predicted the use of evidence-based teaching practices for both sets of instructors; growth mindset was also a significant predictor of evidence-based teaching practices for non-STEM instructors. We propose that a pathway to STEM student success may be training and incentivizing instructors, especially those who may question students’ abilities to learn difficult STEM material. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
22 pages, 588 KB  
Article
Advancing Diversity, Equity, and Inclusion: Operationalizing the Inclusive Professional Framework to Develop STEM Faculty Change Agents
by Selyna Pérez Beverly, Quintana M. Clark, Lucas B. Hill and Donald L. Gillian-Daniel
Educ. Sci. 2025, 15(1), 77; https://doi.org/10.3390/educsci15010077 - 13 Jan 2025
Cited by 5 | Viewed by 4536
Abstract
With the need for diverse representation in STEM, institutions have found ways to improve Diversity, Equity, and Inclusion (DEI) through programs and broad institutional policies. Yet, improving the awareness of faculty regarding DEI can be instrumental in improving conditions for underrepresented students in [...] Read more.
With the need for diverse representation in STEM, institutions have found ways to improve Diversity, Equity, and Inclusion (DEI) through programs and broad institutional policies. Yet, improving the awareness of faculty regarding DEI can be instrumental in improving conditions for underrepresented students in STEM. This article discusses the Inclusive Professional Framework (IPF) and its operationalization through a summer professional development program, the Aspire Summer Institute (ASI). Findings from longitudinal survey data indicated that participants increased their knowledge of, and confidence in, DEI practices. Qualitative data revealed that participants gained a personal awareness of the impact that identity had on their professional responsibilities. As a result, participants adapted their teaching approaches and changed how they interacted with students and colleagues, as well as how they contributed to institutional efforts around DEI in STEM. Full article
(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)
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