Bend and Not Break: Examining Hispanic Engineering Students' Academic Challenges During Covid-19

Eleazar Marquez; Samuel Garcia

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COVID-19, Next Generation of STEM Professionals, and Racialized Organizations
Tagged Division: Minorities in Engineering Division(MIND)
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--42272
Permanent URL: https://peer.asee.org/42272
Download Count: 300

Paper Authors

biography

Eleazar Marquez The University of Texas, Rio Grande Valley

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Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing pedagogical methods in engineering education.

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biography

Samuel Garcia Texas State University

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Dr. Samuel García Jr. serves as an Educator Professional Development Specialist at Kennedy Space Center. Prior to his position at Kennedy Space Center, Dr. García worked at NASA’s Jet Propulsion Laboratory in Pasadena, CA. As an education specialist, Dr. García is deeply committed to developing STEM educational mindsets, tools, and resources and facilitate educational experiences for educators and students. Prior to working as an education specialist, Dr. García served as secondary school educator in Rio Grande Valley in Texas for seven years. Dr. García, a first-generation college student, earned both his bachelor’s and master’s degrees from the University of Texas Río Grande Valley, formerly University of Texas Rio Grande Valley. He also holds a doctorate degree in School Improvement from Texas State University.

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Abstract

Student success in higher education remains an area of interest, particularly for underrepresented minorities. Studies reveal that while Latino college enrollment has increased, retention rates continue to be an ongoing struggle. Several factors that attribute to such low rates include academic self-concept, family support, cognitive mapping, managing resources, background characteristics, and separation and maintenance of family ties. In the wake of COVID-19, most institutions responded by terminating in-person instruction, mandating to seek off-campus housing, and shifting to a fully remote context. As such, students were unable to utilize campus resources and engage in established educational campus practices. In this research study, the authors aim to understand academic/personal experiences and challenges during the period of remote instruction that would provide value input to the factors that may attribute to 1) the low retention rates in engineering education, 2) racial and gender factors related to STEM degree attainment, and 3) low number of minorities in the STEM workforce and graduate school. This study further stems from the overall research objective of the authors which is to increase retention rates in engineering education, enhance academic preparation, and to increase the number of minorities in STEM fields and graduate school. students enrolled two engineering courses in a public, minority-serving institution in Texas - which resumed to face-to-face modality - were surveyed. Results indicate that the transition to remote instruction was challenging due to mental health factors, lack of motivation, family concerns, difficulty paying attention during lecture, and lack of communication/interaction with faculty members. Students further expressed that campus resources and classroom interaction were missed. These challenges consisted of concentrating on schoolwork, mental health issues, finding an adequate place to study and lack of technology and resources to complete assignments. The same students were hesitant to request certain accommodations to assist in their learning for fear of portraying themselves as struggling with material. Students also experience an overall lack of motivation to continue attending lectures remotely, one that persisted for many upon return to in-person instruction.

Citation
Format

Marquez, E., & Garcia, S. (2023, June), Bend and Not Break: Examining Hispanic Engineering Students' Academic Challenges During Covid-19 Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42272

TY  - CPAPER
AB  - Student success in higher education remains an area of interest, particularly for underrepresented minorities. Studies reveal that while Latino college enrollment has increased, retention rates continue to be an ongoing struggle. Several factors that attribute to such low rates include academic self-concept, family support, cognitive mapping, managing resources, background characteristics, and separation and maintenance of family ties. In the wake of COVID-19, most institutions responded by terminating in-person instruction, mandating to seek off-campus housing, and shifting to a fully remote context. As such, students were unable to utilize campus resources and engage in established educational campus practices. In this research study, the authors aim to understand academic/personal experiences and challenges during the period of remote instruction that would provide value input to the factors that may attribute to 1) the low retention rates in engineering education, 2) racial and gender factors related to STEM degree attainment, and 3) low number of minorities in the STEM workforce and graduate school. This study further stems from the overall research objective of the authors which is to increase retention rates in engineering education, enhance academic preparation, and to increase the number of minorities in STEM fields and graduate school. students enrolled two engineering courses in a public, minority-serving institution in Texas - which resumed to face-to-face modality - were surveyed. Results indicate that the transition to remote instruction was challenging due to mental health factors, lack of motivation, family concerns, difficulty paying attention during lecture, and lack of communication/interaction with faculty members. Students further expressed that campus resources and classroom interaction were missed. These challenges consisted of concentrating on schoolwork, mental health issues, finding an adequate place to study and lack of technology and resources to complete assignments. The same students were hesitant to request certain accommodations to assist in their learning for fear of portraying themselves as struggling with material. Students also experience an overall lack of motivation to continue attending lectures remotely, one that persisted for many upon return to in-person instruction.
AU  - Eleazar Marquez
AU  - Samuel Garcia
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  -  Bend and Not Break: Examining Hispanic Engineering Students' Academic Challenges During Covid-19 
UR  - https://peer.asee.org/42272
DO  - 10.18260/1-2--42272
ER  -