From Staff to Students: Centering Critical Relevant Pedagogy and Community Cultural Wealth in an S-STEM program [work in progress]

Maria L Espino

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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: Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement
Tagged Division: Two-Year College Division (TYCD)
Tagged Topic: Diversity
Page Count: 6
Permanent URL: https://peer.asee.org/56618

Paper Authors

biography

Maria L Espino University of California, Los Angeles orcid.org/0000-0002-6217-9304

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Maria Luz Espino completed her doctorate in the Higher Administration Program in the School of Education at Iowa State University. She obtained her Masters’s degree in Educational Policy and Leadership at Marquette University in her hometown of Milwaukee, WI. She completed her Bachelors degrees at the University of Wisconsin-Madison with a double major in Community and Nonprofit Leadership and Gender and Women studies. As a scholar and a student advocate, Dr. Espino believes in centering, humanizing, empowering, and supporting the communities in which we serve through practical and policy reform.

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Abstract

Fostering a strong and diverse STEM workforce is essential for driving innovation and addressing global challenges (Alper, 2016; Benish, 2018). This qualitative phenomenological research study examines the experiences of academically talented, low-income students in STEM fields who participate in a scholarship and support program at a community college. A key component of this program is a critical seminar course designed with intentional programming focused on STEM and Community Cultural Wealth (CCW; Yosso, 2005). This course not only enhances students’ social responsibility and community engagement in STEM disciplines. Additionally, the study explores the experiences of staff and faculty involved in the program, analyzing how their roles and perspectives contribute to student success and the overall educational environment. By examining how students and educators navigate program resources and engage in critical discussions, the study highlights the integration of academic and community-oriented perspectives in STEM journeys. Grounded in the theoretical frameworks of Critical Relevant Pedagogy (CRP) and CCW, this research situates student decision-making within the competing priorities that S-STEM students navigate as they balance coursework, transfer opportunities, and career aspirations. The community-based seminar fosters collaboration and dialogue among students, staff, and faculty, allowing for a rich exchange of ideas and experiences. This interaction is crucial for shaping students’ decisions and contributes to the development of a robust and diverse STEM workforce (Wang & Wickersham, 2016). The research is guided by two central questions: 1. How do S-STEM students perceive the impact of a CRP and CCW community-based seminar on their decision-making regarding coursework, transfer opportunities, and career aspirations? 2. In what ways do staff and faculty experiences shape the support and resources available to students in a scholarship program focused on STEM, CRP, and CCW? As we approach the completion of our data analysis, three prominent themes are emerging: (1) Impact on Career Aspirations, (2) Critical Awareness, and (3) Staff and Faculty Perspectives. Impact on Career Aspirations: Preliminary findings suggest that engagement in the seminar positively influences students’ career aspirations. Participants are likely to pursue opportunities that align more closely with community needs and personal values, highlighting the seminar's role in bridging academic pursuits with real-world applications. Critical Awareness: Students are demonstrating increased critical awareness of social issues relevant to their fields, indicating that the seminar effectively cultivates a mindset oriented toward social responsibility. This critical consciousness, rooted in CRP and CCW, empowers students to advocate for equity and justice within their disciplines, fostering a generation of socially aware STEM professionals. Staff and Faculty Perspectives: Insights from staff and faculty reveal how their involvement in the seminar shapes their teaching and support strategies. Educators emphasize the importance of recognizing and valuing students’ cultural wealth, which can enhance engagement and retention, contributing to a more inclusive educational environment. These preliminary findings provide valuable insights into the experiences of S-STEM students and underscore the need for further research focused on enhancing support initiatives, particularly in facilitating the transition of community college students into the STEM educational pipeline and ultimately into industry roles.

Citation
Format

Espino, M. L. (2025, June), From Staff to Students: Centering Critical Relevant Pedagogy and Community Cultural Wealth in an S-STEM program [work in progress] Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56618

TY  - CPAPER
AB  - Fostering a strong and diverse STEM workforce is essential for driving innovation and addressing global challenges (Alper, 2016; Benish, 2018). This qualitative phenomenological research study examines the experiences of academically talented, low-income students in STEM fields who participate in a scholarship and support program at a community college. A key component of this program is a critical seminar course designed with intentional programming focused on STEM and Community Cultural Wealth (CCW; Yosso, 2005). This course not only enhances students’ social responsibility and community engagement in STEM disciplines. Additionally, the study explores the experiences of staff and faculty involved in the program, analyzing how their roles and perspectives contribute to student success and the overall educational environment. By examining how students and educators navigate program resources and engage in critical discussions, the study highlights the integration of academic and community-oriented perspectives in STEM journeys.
Grounded in the theoretical frameworks of Critical Relevant Pedagogy (CRP) and CCW, this research situates student decision-making within the competing priorities that S-STEM students navigate as they balance coursework, transfer opportunities, and career aspirations. The community-based seminar fosters collaboration and dialogue among students, staff, and faculty, allowing for a rich exchange of ideas and experiences. This interaction is crucial for shaping students’ decisions and contributes to the development of a robust and diverse STEM workforce (Wang &amp;amp; Wickersham, 2016).
The research is guided by two central questions:
1.	How do S-STEM students perceive the impact of a CRP and CCW community-based seminar on their decision-making regarding coursework, transfer opportunities, and career aspirations?
2.	In what ways do staff and faculty experiences shape the support and resources available to students in a scholarship program focused on STEM, CRP, and CCW?
As we approach the completion of our data analysis, three prominent themes are emerging: (1) Impact on Career Aspirations, (2) Critical Awareness, and (3) Staff and Faculty Perspectives.
Impact on Career Aspirations: Preliminary findings suggest that engagement in the seminar positively influences students’ career aspirations. Participants are likely to pursue opportunities that align more closely with community needs and personal values, highlighting the seminar&#39;s role in bridging academic pursuits with real-world applications.
Critical Awareness: Students are demonstrating increased critical awareness of social issues relevant to their fields, indicating that the seminar effectively cultivates a mindset oriented toward social responsibility. This critical consciousness, rooted in CRP and CCW, empowers students to advocate for equity and justice within their disciplines, fostering a generation of socially aware STEM professionals.
Staff and Faculty Perspectives: Insights from staff and faculty reveal how their involvement in the seminar shapes their teaching and support strategies. Educators emphasize the importance of recognizing and valuing students’ cultural wealth, which can enhance engagement and retention, contributing to a more inclusive educational environment.
These preliminary findings provide valuable insights into the experiences of S-STEM students and underscore the need for further research focused on enhancing support initiatives, particularly in facilitating the transition of community college students into the STEM educational pipeline and ultimately into industry roles.


AU  - Maria L Espino
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - From Staff to Students: Centering Critical Relevant Pedagogy and Community Cultural Wealth in an S-STEM program [work in progress]
UR  - https://peer.asee.org/56618
ER  -