Search Results (17)

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

Students who enter higher education as independent students do not bring with them the financial and familial support that their dependent counterparts experience. When these needs are not met, their likelihood of graduating is decreased. One method that has shown promise for addressing support that promotes belonging and well-being is peer mentorship. The following study presents data collected from students at a western, urban, Hispanic Serving Institution (HSI) who participated in a program designed for supporting financial, academic, and emotional needs of independent students. A community based participatory research (CBPR) framework was implemented to design the peer mentorship model, develop the evaluation plan, complete data collection and analysis, and guide dissemination. We used a mixed methods design collecting both survey and listening tour data simultaneously regarding students’ support networks, sense of belonging, and perspectives of the peer mentoring model. While the evidence for the efficacy of peer mentorship is abundant, the inclusion of a CBPR framework in higher education has not been well explored. Key findings demonstrated that the use of a CBPR framework for development and evaluation of peer mentoring increased the mentor’s sense of belonging and increased engagement with their community. Similarly, mentees identified that peer mentorship increased their sense of belonging, particularly when their mentor had a shared identity, beyond that of student, that allowed for an unspoken understanding of lived experience. Recommendations for higher education to support the emotional well-being and sense of belonging among independent students will be presented. Full article

Institutional diversity and support for queer Hispanic men is an important component of postsecondary education. While some postsecondary institutions have worked to become more inclusive, queer students continue to experience harassment and discrimination. Guided by the Unifying Model of Sexual Identity Development, the Model of Multiple Dimensions of Identity, and concepts of servingness, this study explored the perceptions of queer Hispanic men on whether HSIs serve their needs based on the intersecting identities they hold. Strategies for rethinking the HSI designation and developing intentional programs and policies to support both queer Hispanic students at Hispanic-serving institutions are presented. Full article

Several studies find that low food security has negative effects on academic performance in higher education in the U.S., but the samples for these studies often have low percentages of Hispanic students. Consequently, it remains unclear if food security affects academic performance in predominantly Hispanic settings. Our study aims to analyze whether food security affects academic performance at a Hispanic-Serving Institution (HSI). Using original survey data collected on 2020 students enrolled at a large research-intensive HSI and cumulative logit models, we assess whether food security influences concentration and graduation delays among students at an HSI in the U.S.–Mexico border region. Our findings strongly suggest that low food security reduces concentration and increases delays for graduation at the HSI. The results have important implications for HSI leaders who want to improve student success, and we offer recommendations for future programs and investments to build student food security at HSIs. Because food security is a strong social determinant of health, the study is closely related to the topic of addressing social determinants of health to improve Hispanic health outcomes. When universities take action to build food security among HSI students, they simultaneously make an investment to improve Hispanic health outcomes. Full article

This work examines the indicators of master’s students’ persistence from 2014 to 2021 at a Hispanic-Serving Institution (HSI) in the southern United States. Demographic and academic variables were used in a logistic regression model to predict students’ successful completion across sixteen master’s programs. In this two-fold study, first, we examined the impact of COVID-19 on students enrolled in twelve face-to-face (F2F) programs and evaluated their performance against a pre-pandemic baseline period. Second, we compared student performance in four accelerated online programs against a pre-accelerated baseline. Most demographic variables were insignificant, while all academic variables were significant across program types. However, GPA became an insignificant variable when the F2F programs were forced to move online during the COVID-19 pandemic. During this period, GPA also increased for students who had discontinued their studies. The accelerated online programs recorded a significant decrease in terms enrolled (Term Count) compared to the pre-accelerated baseline. These results add to the limited literature on student success at the master’s level in HSIs, thus filling a vital knowledge gap. This study provides two case studies focusing on how the pandemic and the accelerated online learning model impacted academic persistence at the master’s level at an HSI. Full article

Background: Campus food pantries can address food insecurity among college students, but little is known about how to create a model at a Hispanic-Serving Institution (HSI). This study evaluated a food pantry, which was part of a learning community for dietetics and nutrition students at an HSI. Methods: The Bobcat Bounty food pantry was created and evaluated using a mixed-methods approach, including food inventories before and after each pantry, observations of operations (written by volunteers at each pantry, n = 27), new client intake (n = 947) and client satisfaction surveys (n = 267)), and stakeholder interviews (n = 16 after the first year of implementation). Descriptive statistics and t-tests were used for quantitative analyses, and qualitative analyses included interview transcript coding and peer debriefing. Results: Here, 2 faculty members and a team of 19 students/dietetic interns operated the weekly campus food pantry, which served 3567 students and distributed 33,000 pounds of food. Client satisfaction surveys provided evidence for addressing food insecurity for college students. Volunteers and stakeholders generated insights for operational evolution and sustainability of the food pantry. Conclusions: Results highlighted key factors for initial efficacy and strategies for long-term success. Findings may be incorporated by dietetic education and training programs to provide research-focused and culturally relevant experiential learning. Full article

This study examined critical factors in a mentoring system within a federally-funded Pathways to the Education Sciences Research Training Program to prepare undergraduates at a Hispanic-serving institution (HSI) for graduate studies in educational research. Our conceptual framework integrates an inclusive model of family engagement consistent with the literature recommendations for diverse families of college students. We considered the following question: what is the role of family and friends within an orchestrated network of mentors who provide support to undergraduate fellows from minoritized groups in their pathways toward graduate studies in educational sciences? We analyzed quantitative and qualitative responses from an end-of-program survey administered to one cohort of this program. Within their mentoring network, fellows reported that family and friends provided important support in socio-emotional, cognitive, and identity development, but not as strong as that provided by distributed faculty and academic mentors. This study furthers our understanding of the role of family and friends within an orchestrated network of mentors within our Pathways Training Program. However, we still need to extend our knowledge of how research training programs at HSIs can be more intentional in emphasizing the important contributions family and friends provide to promote the success of diverse students in their pathways toward graduate studies. Full article

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

The underrepresentation of diverse communities in STEM disciplines, particularly in computer science, remains a significant challenge. This study investigates the experiences of Latinx students at Hispanic-Serving Institutions (HSIs) within computer science departments that are actively working to increase Latinx graduation rates. Utilizing data from ethnographic case studies, we conduct a thematic analysis through the lenses of Yosso’s community cultural wealth model and Rendón’s validation model to examine the pivotal role families play in fostering the success of Latinx students in computer science at HSIs. Our findings reveal that families provide essential encouragement, serve as a source of motivation to combat isolation, and celebrate students’ achievements in their pursuit of computer science careers. Recognizing the critical contributions of familial support is essential for enhancing the success of Latinx students in one of the most underrepresented fields within STEM. These insights are crucial for developing strategies that can effectively promote diversity and inclusion in computer science. Full article

Supplemental Instruction is an evidence-based academic support program which improves the success of higher education undergraduate students who participate in the program, including students from historically underrepresented populations. Sessions are led by near-peer leaders who have previously successfully completed the course. While the impacts of leading SI programs have previously been demonstrated, there is little research on the specific impacts on historically underrepresented student leaders at Hispanic-Serving Institutions (HSIs). Our study aims to elucidate the impact of leading SI on our diverse population of SI leaders at the largest private HSI in New York State. Data were collected from SI leaders on their reflective perceptions about their experiences as SI leaders through both surveys and focus groups. Our data demonstrate that our diverse SI leaders feel positively about their experiences in the SI program with a focus on three areas of perceived self-improvement: confidence, communication and community. These areas of perceived self-improvement are particularly important as they may lead to higher retention and graduation rates. Full article

To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores changed over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non-BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Given the importance of science self-efficacy and science identity in a student’s academic trajectory, our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors. Full article

Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for building institutional capacity for broadening participation in STEM and transforming HSIs toward better serving Students of Color, specifically as it relates to curricula and pedagogy. In this study, we focus on the engineering faculty at an HSI who are participants in a National Science Foundation-funded, equity-focused professional development program. Operationalizing Bonilla-Silva’s color-evasive racial ideology framework, we use content analysis techniques to explore how engineering faculty discuss race and racism as part of the professional development experience. First, we find that engineering faculty largely rely on color-evasive racial frameworks (i.e., abstract liberalism, minimization of racism) when describing their motivations for participating in the program. Moreover, we find that engineering faculty responses depict a range of surprise and familiarity when reflecting on issues of race and racism. Finally, regardless of prior exposure to module concepts, at the end of the program, the majority of action projects reflect a recognition of race and racism as important. Full article

Before COVID-19, digital divide research among college students was scarce, reinforcing the idea that technology access was nearly universal, with few demographic differences. Pandemic-era research found some technical challenges, but most studies were conducted nationally or at research-intensive (R1) universities, indicating a paucity in research among underrepresented populations, notably at Hispanic-Serving Institutions (HSI). This mixed-methods study aimed to assess digital inequities and pandemic-related technological challenges at an HSI, with high percentages of low-income and first-generation students. This study also sought to determine if findings were consistent with national and R1 research. We surveyed a representative sample of 2188 undergraduates and conducted semi-structured interviews with 26 students. Results showed many students had inadequate technology. Just 79% had the optimal combination of smartphone plus laptop or desktop, with first-generation, low-income, Black, and older students significantly less likely to have this combination and often having to share devices within their households. Internet quality significantly affected all coursework-related challenges, as almost half of students with unstable internet reported trouble completing assignments compared to 20% with stable internet. Finally, results suggest the digital divide may be more prevalent at HSIs than at previously studied institutions, while also offering insight into how these challenges affect similar universities. Full article

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. Full article

The COVID-19 pandemic hit in March 2020 as high school seniors were receiving their college admission notifications for fall. Many postsecondary institutions shifted outreach efforts to online formats. This qualitative study examines how virtual recruitment at an emerging HSI incorporates culturally responsive practices from the perspective of institutional agents (IAs) who were involved in these efforts. We also consider how IAs perceive the broader commitment of the institution to serve Latinx/a/o students. Our findings expose limitations in effectively recruiting Latinx/a/os in virtual formats due to the digital divide. The IAs identify ways in which the university was not equipped to overcome unreliable broadband access and technology. These agents maintain a critical lens to identify how the institution can expand capacity and ensure that the work of supporting Latinx/a/o students is a shared responsibility and not concentrated on a few staff. The findings further raise awareness of the continued language divide in disseminating information to families who do not speak English. Our study provides insights on how universities nationwide and across the world can transform recruitment practices to more intentionally support minoritized students and families as they make enrollment decisions into college. Full article