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

Abstract

Despite significant efforts to broaden participation in postsecondary science, technology, engineering, and math (STEM) education, students from historically minoritized populations continue to face systemic barriers related to access, departmental climate, and institutional practices. Previous research suggests that campus-level STEM diversity programs often serve as a valuable resource for persistence and completion among students from underrepresented populations. However, more knowledge is needed to better understand how students experience STEM diversity programs and identify with their specific practices and activities, how those practices and activities shape students' experiences, and how the practices, activities, and participation influence how students view themselves as members of the STEM community. Increases in the number of underrepresented students completing STEM degrees would result in new innovations to address world problems, more varied representations of scientists, and more individuals who could mentor future generations of learners. This study of 20 underrepresented students, all of whom participated in the Louis Stokes Alliance for Minority Participation (LSAMP) program, describes the programmatic influences of LSAMP that support students' successful progress within STEM disciplines. Data reveal that: (a) students entered the LSAMP program with self-defined strengths; (b) the LSAMP program provided formal academic support; and (c) students experienced evolving forms of scientific and identity development. This study centers students' voices to inform educational practices, policies, and future research focused on the persistent need to broaden participation in STEM careers.

Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

“…Consequences of historical and current race-based disparities suffered by Black and Latinx populations in the United States (U.S.) remain visible, particularly in far too many schools serving predominantly Black and Latinx students. For many of these schools, evidence of race-based disparities can be seen in terms of students' minimal access to STEM resources, including support for building STEM efficacy, identity, and interest (Burt et al, 2020). To better understand race-based systemic practices and how it matters in the STEM experiences of Black and Latinx students, the authors briefly discuss some historical and contemporary educational experiences of Black and Latinx students.…”

“…To better understand race-based systemic practices and how it matters in the STEM experiences of Black and Latinx students, the authors briefly discuss some historical and contemporary educational experiences of Black and Latinx students. Historically, U.S. education of Black and Latinx students has been overtly marked by academically incongruent pedagogical practices that work to minimize the inclusion and support of historically marginalized populations such as Black and Latinx students in STEM (Burt et al, 2020;Collins, 2018). Even as the U.S. began to focus on competing globally by improving the STEM education of its students in K-12, White children and their schools were the primary focus and received appropriate funding (Darling-Hammond, 2010;Ostrander, 2015).…”

“…In terms of contemporary experiences, clear disinterest in the educational needs of African American students continues as more than 20 states in the U.S. have significantly fewer resources for Black children and their schools on every tangible measure including class sizes, textbooks, computer, facilities, and curriculum offerings (Burt et al, 2020;Darling-Hammond, 2010). This disinterest in the academic needs of Black and Latinx students leads to a decreased student access to rich STEM experiences and less cognitively demanding instruction.…”

“…The examination of how unfair policies yield a myriad of negative consequences for schools serving majority Black and Latinx students has been well documented (Adamson & Darling-Hammond, 2012;Ani, 2013;Baird, 2012;Burt, et al, 2020;Dotson & Foley, 2016;Fernandes, et al, 2016;Gay, 2013;Ladson-Billings, 2006;McKown, 2013;Ostrander, 2015). Collectively, these studies point to the fact that students attending predominantly Black and Latinx schools are typically caught in a system whose inequitable policies exacerbate historical inequities.…”

“…Collectively, these studies point to the fact that students attending predominantly Black and Latinx schools are typically caught in a system whose inequitable policies exacerbate historical inequities. From poor quality instructional materials (Ani, 2013;Fernandes et al, 2016;McKown, 2013), inequitable funding (Adamson & Darling-Hammond, 2012;Dotson & Foley, 2016), limited resources (Baird, 2012;Burt et al, 2020), and pedagogical and curricular methods that are incongruent with their culture and learning styles (Gay, 2013;Ladson-Billings, 2006;McKown, 2013;Ostrander, 2015) Black and Latinx students continue to experience unequal K-12 schooling.…”