Does Latinx Representation Matter for Latinx Student Retention in STEM?

Abstract

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.

“…As a result, across multiple STEM subfields, disparate outcomes based on demographic background remain. For example, at all levels in postsecondary education, African American and Latinx students are significantly underrepresented in the percentage of degrees awarded in science and engineering (National Science Board, 2016, 2018. For decades, STEM scholars of color have questioned these persistent patterns of underrepresentation of African American and Latinx populations in STEM (Hrabowski, 1991;Malcom, 1990).…”

BecomingLa Ingeniera: Examining the Engineering Identity Development of Undergraduate Latina Students

“…Disparities in the attainment of engineering degrees among Latina/o/x students has been an area of concern (Camacho & Lord, 2011;Revelo & Baber, 2015;Rincón, 2018) especially as the number of Latina/o/x students in higher education continues to grow (Excelencia in Education, 2018). In particular, we focus on these disparities particularly among Latina students who enter higher education at greater rates than before yet have disproportionately lower completion rates and engineering career representation than their peers (Excelencia in Education, 2015).…”

Comparing STEM Majors by Examining the Relationship Between Student Perceptions of Campus Climate and Classroom Engagement

“…This finding underscores the importance of classroom engagement, for historically underrepresented minority (URM) students, even within structurally diverse institutions in California. Simply put, structural racial/ethnic diversity is not sufficient to support positive academic outcomes for Latinx and URM students (Rincón, 2018). Academic administrators and faculty members alike, thus, must identify intentional ways to ensure that URM students feel respected across the institution as well as within the academic milieu of individual classroom environments.…”

“…This is due in part to the current and projected lack of ethnic/racial diversity in STEM fields (e.g., National Science Foundation, 2019), and substantial evidence that diversity initiatives in higher education can influence social and learning outcomes for students of all backgrounds (e.g., Gurin et al, 2002; Hurtado et al, 1998). However, scholars have cautioned that creating diverse student bodies alone will not automatically lead to more positive outcomes for students; rather, what matters more is whether those diverse environments lead to more opportunities for students to engage with diverse ideas and more opportunities for students to engage with peers who are unlike themselves (Denson & Chang, 2009, 2015; Maestas et al, 2007; Rincón, 2018). This study builds on this hypothesis that structural diversity is a necessary but not sufficient condition to support student engagement.…”