The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic

Abstract

Language diversity is increasing in the United States. This growth has implications for language preference, cost, quality, and client outcomes in health services settings. However, language diversity among medical and allied health professionals is lacking. Education pipeline programs are a mechanism to prepare bi-and multi-lingual diverse students to enter health careers. The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) is one such program. Through peer mentorship from Leadership Trainees (LT), and a multicomponent 17-month education curriculum, CBESS was designed to increase interest in STEM careers among English-Spanish bilingual high school youth. In 2020, the COVID-19 pandemic interrupted high school students' education and forced programs to innovate. CBESS was no exception. The most significant modifications were to a) expectations of SRs for a successful Summer Virtual Research Program (SVRP), b) LT roles, and c) scope and delivery of summer science content. A preliminary evaluation was conducted from data collected through pre-post surveys, process data, and focus groups. Among the outcomes were a significant increase in science knowledge among SVRP youth participants as well as no significant differences between cohort 1 and 2 suggesting that changes did not impede program goals. LTs highlighted skills needed and role of mentors. Adaptations were successful and will continue with the 2021 cohort.

Exploring the Impact of a Spanish Language STEM Outreach Program on Participants, Families, and Mentors

“…These programs include goals associated with increasing interest in STEM degree programs and careers through fun activities. Although many programs provide recruitment materials in Spanish to attract parents and guardians in which English may be a second language (Milner-Bolotin and Marotto, 2018;Roncoroni et al, 2021;Yau, 2013) or include bilingual mentors for the participants to assist with translation (Lucero, 2021), few outreach programs seem to teach and lead STEM activities entirely in Spanish.…”

“…One intervention to address the concern among Latinx students in STEM degree fields is providing STEM professionals as mentors who share identities with the students (Hernandez et al, 2018). Other interventions include providing Latinx role models as speakers to high school classes or student groups (Hernandez et al, 2017), matching bilingual STEM degree college students with high school participants who may be interested in STEM fields (Lucero et al, 2021), and using an apprenticeship model in which students work in partnership with scientists on science projects (Hinojosa et al, 2021).…”

“…Parent Support. STEM college and career outreach to Latinx students often includes family events and family activities (Hernandez et al, 2018;Lucero et al, 2021;Milner-Bolotin and Marotto, 2018). Parents who support their children at home by recognizing their interest in science can assist in developing a young person's identity in STEM (Cian et al, 2021;Dou and Clan, 2021).…”