Displaying all 7 results
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
who are also part of the Scholarships in Science, Technology,Engineering, and Mathematics (S-STEM) program. The S-STEM program is a federal effortfunded by the National Science Foundation to support low-SES, high-achieving students in theirpursuits of STEM degrees. S-STEM program provides comprehensive support throughmentorship, financial assistance, academic guidance, and structured activities. In addition toscholarships that alleviate financial burdens, the program offers mentorship from faculty andindustry professionals, academic guidance tailored to individual needs, and structured activitiesdesigned to foster a sense of belonging, community, and professional identity.To address these objectives, we aim to answer this research question
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
generalizability.Data Collection and ContextRachel is a Hispanic woman pursuing an undergraduate degree in Computer Science atSoutheastern Public University (SPU), a Hispanic Serving Institution in the Southeastern UnitedStates. She is one of the participants admitted into a Scholarship and Support Program (SSP), anNSF S-STEM [18] program at SPU, launched in September 2021 as a collaborative scholarshipand educational research effort at three public research universities in the Southeast UnitedStates. The program is designed to support lower-income students pursuing a degree in acomputing field, including computer science, information technology, cybersecurity, andcomputer engineering, through scholarship and a variety of co-curricular activities, including
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
color: Science identity as an analytic lens. Journal of Research in Science 21 Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237Chen, K. C., Duerr, J., Schlemer, L. T., Lehr, J. L., Liptow, E. E., Singer, M. L., & Finger, H. (2018, April 29). Leveraging an NSF S-STEM Grant to Initiate “PEEPS” (Program for Engineering Excellence for Partner Schools) for Recruiting and Retaining Students from Underrepresented Groups while Covertly Transforming Ourselves and Our University. 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference. https://peer.asee.org
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
. References[1] Excelencia in Education (2023a). “Hispanic–serving institutions (HSIs): 2021–22,” 2023.[Online]. Available: https://www.edexcelencia.org/media/2105[2] A. M. Núñez, J. Rivera, J. Valdez, and V. B. Olivo. “Centering Hispanic-serving institutions’strategies to develop talent in computing fields,” Tapuya: Latin American Science, Technologyand Society, vol., 4, no. 1, pp. 1-20, 2021.[3] E. J. López, V. Basile, M. Landa-Posas, K. Ortega, and A. Ramírez. “Latinx students’ senseof familismo in undergraduate science and engineering,” The Review of Higher Education, vol.43, no. 1, pp. 85-111, 2019.[4] J. Morales-Chicas, M. Gomez, M. Gussman, and C. Kouyoumdjian. “A cultural wealthapproach to understanding Latin@s’ STEM mentee and mentor
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
the introductory course, inwhich the faculty member was energetic and showed interest in supporting student learning.Since that first course, Ernesto noted a change in faculty support–in fact, in CS1 Ernesto was toldto find help outside of class because the faculty member was not able to assist in his learningbeyond class time. Ernesto described finding friends as a source of support based on his experience in the S-STEM program–this sense of community flourished in his third year as a student at theuniversity. He considers his own introverted nature and his self-consciousness about his Englishas possible factors that impacted his sociability in the department early in his schooling. Ernestoviews the department as one that can, at
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
telephone interviews supplemented the data collected from Q-sort data and focusgroups that occurred following Q-sort completion. Individual interviews are requested annuallyfrom each S-STEM scholar to discuss program activities, support, and student progress in theiracademic and career pathway. Multiple requests are made annually, with support from programcoordinators and faculty to contribute to the research project. A total of 18 programmaticinterviews were available for the 16 key participants for whom we had Q-sort data in the correctformat for analysis. An additional question regarding diversity was added to the protocol for the2022 data collection: The NSF, which funds this scholarship program values diversity incomputing. Have you noticed