The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians

You Do Belong! Transformative Black Women Faculty Recommendations for Broadening Participation in US P-20 Computing Education

   This study aimed to amplify Black women faculty’s recommendations for broadening participation of the next generation of Black girls and women as they matriculate from primary school into advanced graduate degrees (P-20) in computing education (CE). As tenure-track faculty, these transformative women have attained the highest degree (i.e., Ph.D.) in postsecondary CE in the United States (US). To govern the knowledge validation process, I utilized Afrocentric feminist epistemology undergirded by critical race theory and Black feminist thought. Upon conducting thematic analysis, I identified four emergent themes to broaden participation of Black girls and women in computing: 1) improve access, quality, and early exposure to CE, 2) create equitable and equal spaces for Black girls and women, 3) confront unconscious biases of teachers and faculty, and 4) provide mentoring opportunities. As an emerging Black woman scholar, with a bachelor’s degree in computer science and 15 years of industry experience, I had a “unique angle of vision” to interpret and inform this study’s findings. This study builds upon limited knowledge about interventions needed to support Black girls and women in US P-20 computing education.&nbsp

Retention of engineering students

Abstract: Retention of engineering students is an international concern. Most countries report a shortage of engineers. By increasing the number of retained engineering students it is potentially possible to increase the number of engineering graduates. The purpose of this article is to identify and analyse what retention research has been done in the past to avoid unnecessary duplication. Although duplication may bring valuable new information, progress in this field has been slow. Therefore, the focus is on facilitating progress rather than seeking more accurate results. The three main themes identified in literature are: the individual’s internal and external characteristics that affect retention, the models that describe retention, conceptual and predictive, and the interventions attempted to improve retention. Further research into methods for improving student retention is certainly justified since in spite of existing research most institutions still struggle to retain engineering students

Community Cultural Wealth in the Community College: A Systematic Review of Latinx Student Engagement

This study is a systematic review of existing research literature dealing with Yosso’s (2005) community cultural wealth model and its influence on practices of student engagement for Latinx community college students in the United States. Inclusion criteria was limited to peer-reviewed studies and doctoral dissertations published between January 2014 and December 2019. A total of 21 studies were discovered, data extracted, and synthesized using methods of qualitative data collection and analysis. Study findings included two to four practices for each of the six forms of capital in Yosso’s theoretical framework. Practices such as mentoring, goal-setting, program mapping, storytelling/testimonios, and an emphasis on relationship with institutional agent(s) were among the primary findings that crossed multiple forms of capital. The dissertation also possesses an extended discussion on implications and suggested practices for community colleges to leverage the existing cultural capital of Latinx students

Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth

2016 Fall.Includes bibliographical references.This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing for the research. I prepared chapters 3, 4, and 5 as independent research publications; therefore, some of the introductory content of each is summative and yet repetitive of the chapters that precede it. In the final, sixth chapter, I describe how the three research studies relate to each other and contribute to the research worlds of youth development and out-of-schooltime programming, specifically as related to identity development, college readiness, and exposure to science, technology, engineering, and mathematics (STEM) fields. The research in study 1 supports other findings that out-of-schooltime programs provide support for youth of color. I collected data through focus groups of program participants and alumni to understand the participants' experiences in the program. The study results show the amount of community cultural wealth (CCW) that youth of color developed through participation in the out-of-schooltime program. The research also emphasizes the role of the program location in the development of CCW. I use a critical-race-theory (CRT) lens through which to frame the analyses for this portion of the research. I present the data through a composite counternarrative told through the program participants' voices. Findings reveal that the participants experienced a great deal of CCW, which seemed to assist them during college. I include examples of the six forms of CCW the participants gained from the program. The study concludes with suggestions for practice and future research. This research is part of a larger project intended to provide a basis for increased understanding into how out-of-schooltime programs support underrepresented youth. In the second study, I investigate the factors that seem shared among participants who graduate with 4-year degrees and among those who do not. I use qualitative and quantitative survey data to gather information from alumni youth participants. I analyze the data using a CCW and bioecology framework to understand the strengths of the community throughout the college-readiness process. Findings reveal that participants who academically successful are supported from many different venues. Additionally, these participants need opportunities to shine and show pride in their academics and STEM accomplishments. Those participants who pursued STEM fields indicated they were engaged in fun STEM activities at a young age and received positive recognition in a STEM area. This research supports the need for youth programs that create an inclusive community and values each person’s role and contributions. This study closes with suggestions for practice. For the final study of this three-part research project, I investigated the ways in which amount of experienced discrimination and level of identity awareness influenced participants’ academic and STEM outcomes. I used the same qualitative and quantitative survey tool as in the prior study, and the same population of youth program alumni. I analyzed the data using a three-part framework, including CCW, CRT, and bioecology. I used bioecology in the survey design, as is evident in the survey asking about many components of participants’ lives. I used CRT to identify instances of discrimination and to reframe my perspective to be that of my participants instead of my own. I used CCW to identify strengths the participants employed to overcome discrimination and other obstacles. Findings reveal that participants experienced increasing discrimination for multiple identities at each of the escalating levels (individual, institutional, societal, and civilizational). Additionally, the nonSTEM-persistent participants experience more high-level awareness and discrimination for their identities compared to the STEM-persistent group. In many cases, participants who had experienced more discrimination had higher academic aspirations. This research builds on the growing knowledge base related to the experiences and effects of institutional racism on underrepresented youth

Examining the Experiences of Latinx Stem Baccalaureates

Examining the Experiences of Latinx STEM Baccalaureates is a qualitative research study of Latinx who graduated with a bachelor\u27s degree in an area of Science, Technology, Engineering, and Math (STEM). The purpose of this dissertation was to learn about the experiences of Latinx who have attained a STEM degree at a four-year university. This study holds implications for educational institutions, policymakers, and educational researchers that serve Latinx populations. More importantly, this dissertation will share the voices and knowledge of Latinx that have attained STEM. This dissertation examined the following questions: What are the undergraduate educational experiences of Latinx students who major in STEM? What factors impact Latinx students\u27 decision to pursue STEM degrees? What factors drive Latinx students\u27 persistence in STEM? How do various forms of capital, specifically those identified in Yosso\u27s (2005) theory of Community Cultural Wealth, impact Latinx STEM undergraduates in their pursuit of a STEM degree? The design methods, rooted in Latino Critical Race Theory and Community Cultural Wealth, included: (1) semi-structured interviews of ten Latinx participants that graduated with a STEM degree and (2) data analysis that focused on students\u27 challenges as well as the cultural assets they identified and applied in attaining STEM

Making Education Work For Latinas in the U.S.

This study examines the existing knowledge base about promoting Latina educational success, defined as completing high school and then going on to secure a college degree. It also adds to existing research by examining two large data sets - one national, and one California-based for predictors of successful educational outcomes for representative samples of Latina youth who have recently been in high school and college. Finally, after identifying important predictors of success from the existing literature, and the examination of current data, the study incorporates case studies of seven young Latinas who illustrate pathways of women who are finding their way to educational success through high school, community college, and four year universities. Their stories provide a deeper understanding of the challenges that young Latinas encounter in our culture, as well as the promise they represent

Patterns of persistence of Latinas in science, technology, engineering, and mathematics (STEM) degree programs : a mixed method study

The U.S. demographics are changing, with Latinos leading the nation in population growth. Meanwhile, reports of a nation lacking a strong STEM (Science, Technology, Engineering, and Math) workforce flood the media. With claims that the fastest growing careers will require some sort of mathematical, technological or scientific training, it is not surprising that national attention has been focused on increasing the number of STEM graduates through policies such as The America Competes Act (2007) and initiatives such as Race to the Top (2014). Trends in postsecondary enrollment are changing; Latina/o enrollment has increased, with many Latinas/os choosing a STEM major upon entry, but failing to persist to graduation in these degrees. An increased body of research has focused on minorities in STEM, Latinas/os in higher education, and STEM graduates, yet the literature specific to Latinas in STEM fields is lacking. Latina females outnumber males in postsecondary enrollment and graduation, yet few enroll and even fewer graduate in STEM fields. The limited number of Latinas seeking careers in STEM thus raises questions about why Latinas fail to enroll in STEM majors and what needs to be done to increase their enrollment and persistence in STEM careers. As such, this study will conduct a thorough analysis using a mixed methods approach to examine the factors and experiences that can positively impact enrollment and persistence for Latinas seeking STEM careers.Educational Administratio

Understanding Latina Undergraduate Engineering Student Persistence

In summary, this study focused on understanding the persistence of 20 Latina undergraduate engineering students enrolled at two public four-year Hispanic Serving Institutions. Key findings in this study showed that in order to contribute to their own persistence in engineering majors these Latina students activated their community cultural wealth: (a) not only to resist different forms of oppression, but also to thrive and excel in academic settings, (b) to take control of difficult and challenging experiences, (c) to take/receive knowledge from others, but also to give/share their knowledge (cyclical tendencies of CCW), (d) as well as revealing that helping others was the reason many chose to become engineers. Two major findings of this study regarding Latina undergraduate engineering student persistence included: (e) major finding #1: the influence of faith on Latina student persistence, and (f) major finding #2: overt and covert applications of capital