The Benefits of a Science Support Program for Low-Income Latina/o Students

A current national priority is to increase the number of students prepared for careers in science, technology, engineering, and math (STEM; U.S. Department of Education, 2015). Unfortunately, Latina/os are underrepresented in STEM fields (National Science Foundation, 2010). STEM support programs may be one avenue for increasing the number of Latina/o students who enter the STEM pipeline (Afterschool Alliance, 2011), but few studies have examined the benefits of participation in a STEM program for Latina/o youth, and very little is known about the specific program activities that are related to beneficial outcomes. Social cognitive career theory offers a model of career development that emphasizes the importance of learning experiences, which in the context of STEM programs are program activities. In the current study, one-on-one, in-depth qualitative interviews were conducted with 39 participants who were involved in a science support program to investigate the following research questions: 1) What are the benefits of a science support program for Latina/o youth? and 2) What are the program activities that are related to these benefits? Results revealed 12 benefits of program participation: 1) access and exposure, 2) mastering science knowledge and skills, 3) academic outcomes, 4) broadened worldview, 5) confidence, 6) exploration opportunities, 7) higher order thinking, 8) professional development, 9) science interest, 10) science self-efficacy, 11) science is achievable, and 12) technical skills. Six activities were found to be related to the benefits: 1) math and science coursework, 2) oral presentations, 3) college visits and field trips, 4) presentations by professionals, 5) lab activities, and 6) mentoring. The results of this study provide important information about the activities, or learning experiences, that are related to the benefits of participating in a science support program, and they have important implications for the development and refinement of STEM programs for youth who identify with groups that are underrepresented in STEM

Ethnic Identity and Coping Efficacy as Moderators of the Relationships Between Perceived Racial Discrimination and Academic Outcomes Among Urban, Low-Income Latina/o Youth

The present study used resilience theory to explore relationships among perceived racial discrimination, ethnic identity, coping efficacy, gender, and various academic outcomes among urban, low-income, Latina/a youth. Although Latina/as are the largest ethnic minority group in the United States, they attain less education than other racial/ethnic groups (Chapman, Laird, Ifill, & KeweiRamani, 2011). Racial discrimination is one factor that may account for the lower levels of education attained by this group, and research has indicated that racial discrimination is associated with poor educational outcomes among Latina/a adolescents (Alfaro, Umana-Taylor, Gonzales-Backen, Bamaca, & Zeiders, 2009; DeGarmo & Martinez, 2006). Despite exposure to risk factors such as racial discrimination, resilience theory suggests that some adolescents with assets, such as ethnic identity or coping efficacy, can still thrive, or achieve success (Fergus & Zimmerman, 2005). Ethnic identity and coping efficacy are two protective factors that were hypothesized to buffer Latina/a students\u27 academic outcomes from the negative effects of racial discrimination. Some research suggests that these relationships are significant among male participants, but not among female participants (Umana-Taylor, Wong, Gonzales, & Dumka, 2012). The participants in this study were 446 urban, low-income Latina/a high school students from a large, Midwestern city who completed surveys in both 9th-grade and 10th-grade. Structural equation modeling was used to test the relationships among racial discrimination, ethnic identity, coping efficacy, and academic outcomes. Results supported a protective model of resilience. Specifically, ethnic identity and coping efficacy served as protective factors by buffering the negative effects of perceived racial discrimination on some academic outcomes, including GPA, attendance, and extrinsic motivation. This study filled gaps in the literature by examining the relationships among perceived racial discrimination, ethnic identity, coping efficacy and academic outcomes among urban, low-income Latina/a adolescents over time

Problem solving and collaborative involvement among adolescents with spinal cord injury and their caregivers

ObjectiveTo determine the relationship between constructive adolescent problem solving (positive problem-solving orientation and rational problem-solving style) and caregiver problem solving and collaborative involvement with primary caregiver among adolescents with spinal cord injuries (SCIs). Positive constructive adolescent problem solving was hypothesized to be predicted by more effective caregiver problem solving and higher collaborative involvement.MethodsParticipants in this cross-sectional study were 79 adolescent and primary caregiver dyads recruited from a pediatric rehabilitation care system in North America. All participants completed a standardized problem-solving instrument and adolescent participants completed an adapted measure of collaborative parent involvement.ResultsMore effective caregiver problem solving and adolescent perceptions of more collaboration with caregivers around SCI care were significantly associated with higher positive problem-solving orientation and higher rational problem-solving style among adolescents.ConclusionsResults underscore the importance of caregiver problem-solving skills and their collaboration with adolescents with SCI when addressing care needs. Clinically, findings highlight opportunities for parent involvement and skill-building as an important factor of rehabilitation for adolescents with SCI

Problem solving and collaborative involvement among adolescents with spinal cord injury and their caregivers

Objective: To determine the relationship between constructive adolescent problem solving (positive problem-solving orientation and rational problem-solving style) and caregiver problem solving and collaborative involvement with primary caregiver among adolescents with spinal cord injuries (SCIs). Positive constructive adolescent problem solving was hypothesized to be predicted by more effective caregiver problem solving and higher collaborative involvement. Methods: Participants in this cross-sectional study were 79 adolescent and primary caregiver dyads recruited from a pediatric rehabilitation care system in North America. All participants completed a standardized problem-solving instrument and adolescent participants completed an adapted measure of collaborative parent involvement. Results: More effective caregiver problem solving and adolescent perceptions of more collaboration with caregivers around SCI care were significantly associated with higher positive problem-solving orientation and higher rational problem-solving style among adolescents. Conclusions: Results underscore the importance of caregiver problem-solving skills and their collaboration with adolescents with SCI when addressing care needs. Clinically, findings highlight opportunities for parent involvement and skill-building as an important factor of rehabilitation for adolescents with SCI