Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances

Abstract

This paper aims to identify neighborhood institutional resources (e.g., nonprofit organizations, libraries, and labor market conditions) that promote Mexican‐origin high school students' progress in the science, technology, engineering, and mathematics (STEM) pathway into postsecondary education. A nationally representative, longitudinal sample of 1340 Mexican‐origin students from the Educational Longitudinal Study of 2002 was used to investigate students' postsecondary education STEM outcomes. Neighborhood institutional resources, assessed during the high school years, were appended from multiple administrative data sources at the zip code level. Multilevel models utilizing the Heckman correction model, to correct for selection bias in postsecondary education pursuits, revealed that neighborhood resources during high school, specifically more minority‐ and immigrant‐serving organizations and a more STEM‐focused local labor market, support Mexican‐origin students' postsecondary STEM degree attainment, after controlling for risks and resources in the family and school contexts. We conclude by calling attention to how neighborhood institutional resources may facilitate Mexican‐origin students' STEM achievement and fulfill the labor market demands within high‐growth sectors of the economy.

Blended learning and online learning with project-based learning: Do they affect cognition and psycho-motor learning achievement in physical conditions?

“…Students who study using the IC paradigm perform better academically. Students who study using the IC and BL models have different critical thinking skills and learning achievements (Oh & Leventhal, 2022), while students who learn using the IC model do better. According to research (Escobar, Rojas-Gualdrón, Velez, & Santos-Pinto, 2022), the e-learning-assisted IC paradigm influences learning outcomes in understanding concepts.…”

Advancing Equity and Opportunities for STEM Students from Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes

“…We also included high school grade point average (M = 3.10, SD = 0.74) and whether students had transferred in AP class credits (yes/no: 10.4% had transferred in AP credits) given past research on the importance of students' pre-college academic performance (Crisp et al, 2009;Goff et al, 2020;Judson, 2014). We also included students' high school zip codes in matching (Card & Payne, 2021;Oh & Leventhal, 2023;Pearman, 2019). We also matched students based on their institutional type (two-year or four-year institution), enrollment intensity (half-time or full-time), number of transfer credits (M = 17.22, SD = 28.46), and year of first admission (range: 1997 to 2023).…”