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

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

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