Board 228: Comprehending the Complex Context of Community Colleges: STEM Student Success at a Hispanic-Serving Institution
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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34
- DOI
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10.18260/1-2--46797
- Permanent URL
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https://peer.asee.org/46797
- Download Count
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190
Paper Authors
Lucy Arellano Jr. University of California, Santa Barbara
Lucy Arellano is an associate professor of higher education at The Gevirtz School of Education at University of California, Santa Barbara. She has almost twenty years of experience in the field of higher education. Her research focuses on persistence, retention, and degree completion for emerging majority students. Concepts of diversity, campus climates, engagement, and student co-curricular involvement ground her work. Furthermore, she examines campus environments and how institutional agency influences student success. This research spans three different spheres of influence including 1) student experiences, 2) higher education institutions, and 3) societal contexts. Her most recent research considers the intersection of Latinx identity and STEM identity at Hispanic Serving Institutions that are also community colleges.
Abstract
In the pursuit of enhancing the success of students in science, technology, engineering, and mathematics (STEM) fields, understanding the intricate network of factors influencing their achievements is crucial. This phenomenological study investigates the multifaceted network of factors influencing the success of students in STEM, with a specific focus on a Hispanic Serving Institution (HSI) community college in Southern California. Through faculty interviews and student focus groups, the study uncovers the lived experiences of STEM students, providing valuable insights into the nuances of their educational journey exploring critical aspects such as STEM identity, external support, faculty influence, and internal motivation.
The research highlights the crucial role of community colleges and HSIs in supporting underrepresented groups in STEM fields and underscores the significance of creating inclusive learning environments and opportunities to foster a sense of belonging and empowerment among students. External factors, including family support and access to resources, are identified as fundamental determinants of STEM student success.
Overall, the study's findings reveal the interconnected nature of STEM student achievements, emphasizing the importance of recognizing and addressing the interactions between STEM identity, student-faculty relationships, faculty influence, and external factors. Educators, policymakers, and institutional leaders can utilize the results to provide guidance to enhance STEM student success and promote the dismantling of barriers and the creation of equitable opportunities, particularly for underrepresented groups, to foster an inclusive and thriving STEM community.
Arellano, L. (2024, June), Board 228: Comprehending the Complex Context of Community Colleges: STEM Student Success at a Hispanic-Serving Institution Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46797
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