No abstract

Addressing Latinx student underrepresentation in STEM requires an assets-based reimagining of STEM experiences and pathways that facilitate student success. Drawing on data from two qualitative studies of Latinx students pursuing STEM majors, findings reveal that Latinx students draw on at least six distinct forms of cultural assets to facilitate their, and at times their peers’, persistence in STEM. Latinx students then utilize these cultural assets to develop culturally grounded understandings of themselves as STEM individuals.

Across nine public research universities, 391 women majoring in engineering responded to a survey about the departmental climate for women. The survey focused on whether the presence of STEM interventions in the form of supplemental programs designed to attract and retain underrepresented students enhanced women students' sense of belonging. Hierarchical regression analysis revealed that being a Black female, lower self-efficacy, and less social support predicted the students' perceptions of a more negative departmental climate. Participation in supplemental programs had no statistically significant effect. (16 ref)-Higher Education and Student Affairs, University of Connecticut.

No abstract

No abstract