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Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

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2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)


Arlington, Virginia

Publication Date

February 25, 2024

Start Date

February 25, 2024

End Date

February 27, 2024

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Tagged Topics

Diversity and CoNECD Paper Sessions

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Paper Authors


Dayna Lee Martínez Society of Hispanic Professional Engineers, Inc.

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Dayna is a Senior Director of Research & Impact at the Society of Hispanic Professional Engineers (SHPE), where she leads a team of professionals who specialize in data-driven design and implementation of programs and services to empower pre-college students, parents, graduate students, and faculty members in STEM fields, with a particular focus on advancing Hispanic representation and success. With over 15 years of experience in creating data collection tools, analysis methodologies, and effectively presenting results, she dedicates herself to promoting Hispanic excellence in STEM.

She joined SHPE's staff in 2021, after serving as a faculty member at Northeastern University and a post-doctoral fellow at the James A. Hailey Veterans Hospital and the HSyE Institute. Holding a PhD in Industrial Engineering from the University of South Florida and a certificate in Diversity, Equity, and Inclusion from Cornell University, Dayna is deeply passionate about increasing Hispanic representation and success in STEM. Leveraging her analytical skills and data-driven approach, she is committed to creating and evaluating impactful programs and services for the Hispanic STEM community.

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Kimberly D Douglas P.E. Society of Hispanic Professional Engineers, Inc.

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Over 25 years of experience as an engineering educator and administrator developing and funding programs for increasing the persistence and degree completion rates of STEM students. Particular expertise in creating mutually beneficial partnerships and pro

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Esther Gonzalez

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Esther González is a PhD candidate in the Price School of Public Policy at the University of Southern California (USC). Her research domains are organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy, management, political science, and sociology.
Upon completion of her Bachelors of Arts degree in International Development Studies at UCLA, she began a successful career in banking and finance at Bank of America, Merrill Lynch. She has completed various post baccalaureate certifications through UCLA Anderson and the Harvard Business School; most recently, she completed her MPA at California State Polytechnic University, Pomona, and MBA at Cornell Tech.
She has published in multiple academic journals including ASEE, ROPPA, and APPAM. Additionally, her scholarly work has been featured in Forbes magazine. She believes that research can inform diversity, equity, and inclusion (DEI) policies and programs to one day have a workforce that is representative of the society it aims to serve.

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Andrea D. Beattie Society of Hispanic Professional Engineers, Inc.

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Andrea D. Beattie is a graduate from Texas A&M International University in Laredo, Texas, where she earned a Bachelor of Arts and Master of Arts in Political Science in 2011 and 2012, respectively. Currently she serves as Manager, Research and Impact at SHPE. In this role, she assists the organization with research, program evaluation, and data analytics.

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This paper contributes to existing literature on the pathways and STEM identities of Hispanic students and professionals in STEM fields. In 2022, a non-profit organization conducted a comprehensive needs assessment survey among its members. The survey aimed to gain a deeper understanding of the challenges and needs faced by members and identify ways in which the organization could provide support. The collected data was utilized to develop tailored programs, services, and events that cater to the community's needs and assist members in achieving their personal and professional goals.

As part of the needs assessment, the research team examined key factors such as STEM identity, STEM belonging, and satisfaction in STEM careers. The construct validity of the survey instrument was assessed using Cronbach's alpha coefficients, and subgroup comparisons were conducted based on career stage, gender, generation-to-college status, community college experience, and various combinations thereof.

This paper provides an overview of the constructs utilized, the methodology employed for data analysis, and essential findings derived from the results. The study sheds light on important insights and implications for supporting Hispanic individuals in their STEM journeys.

Martínez, D. L., & Douglas, K. D., & Gonzalez, E., & Beattie, A. D. (2024, February), Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45433

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015