Continued STEM Commitment in Light of 2020 Events: A Perspective From the Illinois Louis Stokes Alliance for Minority Participation
Continued STEM Commitment in Light of 2020 Events: A Perspective From the Illinois Louis Stokes Alliance for Minority Participation
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DOI：
10.3389/feduc.2021.681027
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发表时间：
2021-10-27
影响因子：
2.3
通讯作者：
Charles, Mariel
中科院分区：
文献类型：
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作者：
Botanga, Christopher;Blanc, Suzanne;Charles, Mariel
我们评估了当前 COVID-19 大流行和系统性种族主义对在 STEM 领域追求高等教育的弱势少数族裔 (URM) 学生的影响。鉴于持续的流行病以及针对一系列警察暴行和系统性种族主义的抗议浪潮，URM 的学生被抛入了未知的领域。我们联系了一群已经从事 STEM 的黑人和拉丁裔学生。我们通过询问参与者的情况以及他们的家庭和社区的情况来开始调查和采访。接下来，参与者回答了有关学术进展、挑战以及哪些支持会有所帮助的问题。我们的框架基于混合方法，借鉴了 Michael Patton（定性研究与评估方法：理论与实践相结合，2014 年）和 Veronica Thomas（美国评估杂志，2016 年，38 (1)，7-28）的工作。收集访谈的定性数据，以了解研究参与者的看法、经验和建议。收集调查数据是为了覆盖尽可能多的学生，并提供对学生经历、进步和障碍的数字自我评估。所有定性数据均使用 Atlas 按主题进行编码。 ti，目的是阐明新兴主题，并使用描述性统计对定量数据进行审查。对两个数据集中出现的主题进行比较、对比和整合，以得出一致的发现，从而增强 URM 学生在面对令人困惑的逆境时的毅力和毅力。这项研究表明，ILSAMP COVID-19 研究参与者始终致力于追求 STEM 职业生涯。这项研究的结果还表明，参与者因他们的直接情况和美国社会持续存在的种族主义而感到压力。这些学生在疫情造成的干扰期间请求额外的财务、学术和网络支持。更具体地说，学生要求继续与 STEM 专业人士提供建议和联系，帮助他们在这个动荡的时期设想并制定一条通往自己 STEM 职业生涯的道路。该研究验证了 Clewell 等人报告的国家 LSAMP 模型关键要素的重要性。 （振兴国家 STEM 人才库，2006 年）。它们是：学术融合、社会融合和专业融合。此外，它还确定了对学生成功至关重要的其他几个因素，包括直接解决种族创伤和经济困难的干预措施。
We evaluated the impact of the current COVID-19 pandemic and systemic racism on Underrepresented Minority (URM) students pursuing higher education in the STEM fields. Given the ongoing pandemic and the wave of protests in response to a series of police brutalities and systemic racism, URM students were thrown into uncharted territory. We reached out to a group of Black and Latino students who were already engaged in STEM. We began surveys and interviews by asking participants how they were and how their family and communities were doing. Next, participants answered questions about academic progress, challenges, and what support would be helpful. Our framework was based on a mixed-methods approach that draws on the work of Michael Patton (Qualitative Research & Evaluation Methods: Integrating Theory and Practice, 2014) and Veronica Thomas (American Journal of Evaluation, 2016, 38 (1), 7-28). Qualitative data from interviews were collected to capture perceptions, experiences, and recommendations of the study participants. Survey data were collected to reach as many students as possible and to provide numerical self-assessments of student experience, progression, and obstacles. All qualitative data were coded thematically using Atlas. ti, with the goal of illuminating emerging themes, and quantitative data were reviewed using descriptive statistics. Themes emerging from both data sets were compared, contrasted, and integrated in order to develop consistent findings that would enhance URM student perseverance and persistence in the face of confounding adversities. This study shows that ILSAMP COVID-19 Study participants maintained a commitment to pursuing a career in STEM. The findings of this study also indicate that the participants are stressed by their immediate circumstances and by the ongoing racism of U.S. society. These students ask for additional financial, academic, and networking support during the disruptions caused by the pandemic. More specifically, students request continued advising and connection with STEM professionals who can help them envision and enact a pathway to their own careers in STEM during this tumultuous period. The study validates the importance of key elements of the national LSAMP model as reported by Clewell et al. (Revitalizing the Nation's Talent Pool in STEM, 2006). These are: academic integration, social integration, and professional integration. In addition, it identifies several other factors that are key to student success, including interventions that directly address racial trauma and economic hardship.