Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs

Lane, Tonisha B.; Id-Deen, Lateefah

doi:10.1177/0042085920926225

Cited by 38 publications

(56 citation statements)

References 59 publications

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“…Importantly, girls of color are frequently engaged with community organizations that promote culturally relevant values, attitudes, and behaviors (Adams, 2010;Baldridge, 2018). In line with recent research, we reasoned that community youth programs can be influential spaces for teaching and learning about STEM (Lane & Id-Deen, 2020). These programs provide opportunities to explore STEM concepts beyond the classrooms in ways that may be more meaningful and empowering for some learners (King & Pringle, 2019) because they encourage communal responsibility for learning (Young et al, 2019).…”

Section: The Current Studymentioning

confidence: 63%

Improving Access to STEM for Girls of Color through Community Programs

Garner

Suderman

2022

Journal of STEAM Education

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Background: Our study examines community youth workers’ perceptions, attitudes, and aspirations regarding the development of STEM programming for girls of color gathered through a focus-group discussion embedded in a professional development workshop. Results: Drawing upon these conversations, we learned that they perceived themselves as not belonging in STEM and as focused primarily on community mental health concerns. Although many of the workers commented about being unprepared to plan or offer STEM programming, they suggested that a collective community effort could be a worthwhile approach for increasing STEM programming for girls of color. Results also revealed that the middle school girls of color being served by the community agencies represented in the sample corroborated these results as they too perceived themselves as not belonging in STEM. However, when probed about how they wanted to spend their out-of-school time, many of the girls who asserted lack of interest or belonging in STEM suggested everyday activities that were, indeed, STEM-based. Conclusions: This pattern of results suggests that persuading girls of color to pursue STEM-related activities outside-of-school requires a reframing that considers their existing interests.

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Section: The Current Studymentioning

confidence: 63%

Improving Access to STEM for Girls of Color through Community Programs

Garner

Suderman

2022

Journal of STEAM Education

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“…Additionally, Lane and Id-Deen (2020) found that for Black women and girls in STEM summer programs, the program practitioners fostered their success by holding high expectations of them and encouraging them to reach their goals. Over the course of the summer programs, students' relationships with practitioners and peers transformed from academic, professional, and socioemotional support to fictive kinships that translated into familial capital (Lane & Id-Deen, 2020). A few additional studies have highlighted unique academic initiatives with strong staff support that help strengthened underrepresented students' sense of community and persistence in STEM.…”

Section: Higher Education Practitioners and Stem Studentsmentioning

confidence: 99%

“…A few additional studies have highlighted unique academic initiatives with strong staff support that help strengthened underrepresented students’ sense of community and persistence in STEM. These exemplary programs include The Louisiana Science, Technology, Engineering, and Mathematics (LA-STEM) Research Scholars Program and The Meyerhoff Scholars Program (Lane & Id-Deen, 2020; Maton et al, 2012). From this body of research, it is clear that practitioners working in those STEM interventions’ programs cultivate a strong sense of belonging among underrepresented students and promote their college success (Lane, 2016).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Salazar¹,

Liwanag²,

Zheng³

et al. 2024

Journal of Diversity in Higher Education

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Higher education practitioners are a wide-ranging group of professionals often responsible for implementing programs and services that support student success. In this qualitative study, we examine the nature of student-practitioner relationships among a multiracial sample of 39 science, technology, engineering, and mathematics (STEM) college seniors to address three questions: (a) How do STEM students describe their relationships with practitioners on campus? (b) In what ways, if any, do student-practitioner relationships influence STEM students' feelings of marginality and/or mattering in STEM? and (c) To what extent do STEM students have different experiences based on their racial/ethnic identities? We employ a cross-case study analysis approach, contrasting the experiences of majority-status (e.g., White and Asian/Asian American) and minoritized-status (e.g., Black/African American and Latinx) students within STEM contexts. Our findings show clear differences regarding how students describe their interactions with practitioners based on racial/ethnic background, as well as how student-practitioner relationships impact students' sense of mattering and marginality in STEM. We conclude with implications for research and practice to address the persistent structural issues affecting STEM college students.

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“…20 One method that has been previously assessed as effective in increasing these sources of capital and communicating the hidden curriculum instrumental to educational and career progression within an academic sphere is mentorship. [23][24][25][26] In an academic context, deliberate pairing of new students (low capital) with established mentors (high capital) initiates the flow of community wealth downstream, providing a clear path to increase access to continuing higher education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Graduate Student-Led Transfer Student Mentorship Program

Reeves

Bischoff

Yates

et al. 2022

Preprint

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The undergraduate transfer process has well-documented challenges, especially for those who identify with groups histori-cally excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students inter-ested in pursuing post-baccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct re-search, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effec-tive platforms for the transferal of community cultural wealth within large institutions. We report here the design, institu-tion, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents that did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students’ persistence in pursuing STEM degrees.

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Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs

Cited by 38 publications

References 59 publications

Improving Access to STEM for Girls of Color through Community Programs

Improving Access to STEM for Girls of Color through Community Programs

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Development, Implementation, and Evaluation of a Graduate Student-Led Transfer Student Mentorship Program

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