Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and Equity

Lucy Arellano; Margarita Rodriguez

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Page Count: 28
Permanent URL: https://peer.asee.org/56012

Paper Authors

biography

Lucy Arellano Jr. University of California, Santa Barbara

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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.

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Margarita Rodriguez University of California, Santa Barbara

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Abstract

This study investigates the complex interplay of individual, institutional, and systemic factors affecting the experiences of Latinx STEM students, specifically focusing on first-generation college students and those who are Pell-eligible. We employed quantitative methodologies, including multiple regression models to explore three key outcomes: sense of belonging, STEM pathway engagement, and gender dynamics within the context of a Hispanic Serving Institution that is also a community college. The significance of these factors is underscored by the increasing urgency to create equitable STEM education pathways for underrepresented groups.

The college has an approximate total enrollment of 20,000 students with about 80% identifying as Latinx. The majority of students (around 75%) attend college part-time, about 90% of students receive financial aid, and over half of them qualify for a Pell Grant. For this analysis, data was gathered from 448 STEM students in the form of a survey, and then merged with institutional-level data to form a more complete profile of the students.

Sense of belonging was measured through students’ perceptions of community and support within their academic environments. The STEM pathway outcome assessed students’ ability to navigate to and through their academic curriculum as well as the major. Gender dynamics were analyzed by assessing the impact of gender on students’ experiences and their perceptions of inclusivity within STEM disciplines.

The study emphasizes the importance of a holistic approach in understanding the academic journey that Latinx STEM students traverse. By addressing the interconnections between individual sense of belonging, institutional pathways, and systemic gender dynamics, we highlight the need for developing more inclusive STEM programs that support the diverse needs of underrepresented student populations. The findings not only contribute to the literature on equity in STEM education but also provide actionable insights for policymakers and educators aiming to foster a more inclusive environment for all students. Ultimately, this research aims to empower institutions to implement strategies that enhance the experiences of Latinx, first-generation, and Pell-eligible students thereby contributing to more diverse and innovative STEM fields.

Citation
Format

Arellano, L., & Rodriguez, M. (2025, June), Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and Equity Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56012

TY - CPAPER
AB - This study investigates the complex interplay of individual, institutional, and systemic factors affecting the experiences of Latinx STEM students, specifically focusing on first-generation college students and those who are Pell-eligible. We employed quantitative methodologies, including multiple regression models to explore three key outcomes: sense of belonging, STEM pathway engagement, and gender dynamics within the context of a Hispanic Serving Institution that is also a community college. The significance of these factors is underscored by the increasing urgency to create equitable STEM education pathways for underrepresented groups.

The college has an approximate total enrollment of 20,000 students with about 80% identifying as Latinx. The majority of students (around 75%) attend college part-time, about 90% of students receive financial aid, and over half of them qualify for a Pell Grant. For this analysis, data was gathered from 448 STEM students in the form of a survey, and then merged with institutional-level data to form a more complete profile of the students.

Sense of belonging was measured through students’ perceptions of community and support within their academic environments. The STEM pathway outcome assessed students’ ability to navigate to and through their academic curriculum as well as the major. Gender dynamics were analyzed by assessing the impact of gender on students’ experiences and their perceptions of inclusivity within STEM disciplines.

The study emphasizes the importance of a holistic approach in understanding the academic journey that Latinx STEM students traverse. By addressing the interconnections between individual sense of belonging, institutional pathways, and systemic gender dynamics, we highlight the need for developing more inclusive STEM programs that support the diverse needs of underrepresented student populations. The findings not only contribute to the literature on equity in STEM education but also provide actionable insights for policymakers and educators aiming to foster a more inclusive environment for all students. Ultimately, this research aims to empower institutions to implement strategies that enhance the experiences of Latinx, first-generation, and Pell-eligible students thereby contributing to more diverse and innovative STEM fields.

AU - Lucy Arellano Jr.
AU - Margarita Rodriguez
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and Equity
UR - https://peer.asee.org/56012
ER -