Investigating STEM Identity and Belonging Among STEM-Interested Hispanic Students Participating in a First-Year Experience Course

在“改善本科STEM教育：西班牙裔服务机构（HSI计划）”的支持下，该项目将调查有前途的实践，这些实践显示出增加西班牙裔学生在STEM领域获得学位的潜力。西班牙裔学生正在以前所未有的速度接受高等教育，但他们参加STEM项目的比例低于同龄人。造成这种差距的部分原因可能是STEM专业人员和教师中缺乏西班牙裔代表、对STEM职业缺乏认识以及持续存在的经济障碍等因素。宾夕法尼亚州利哈伊碳社区学院（Lehigh Carbon Community College）的这个试点项目将通过Aspira STEM Track向西班牙裔学生介绍STEM领域和职业，提供实践活动、演讲嘉宾、小组讨论和同伴指导。通过这项工作，学院将探索这些活动对学生保留率、归属感以及STEM学术和职业道路知识的影响。预期的结果包括更多的西班牙裔学生将参加STEM项目，并报告对他们选择的学习领域有更大的归属感和联系。利哈伊碳社区学院旨在为30-40名对STEM感兴趣的西班牙裔学生创建一个相互支持的社区。该项目将利用一个为期14周，一学分的课程，让一年级学生参加积极的学习练习，如小组工作，数据分析和解决问题的活动，包括迷你实验室，以提高他们对STEM领域和职业的认识。通过写日志、小组讨论、演讲嘉宾和同伴指导，该项目将使学生在校园内外培养对STEM社区的归属感和联系感。包括奖学金和同伴指导在内的干预措施将通过为参加Aspira STEM Track并打算进入STEM职业道路的学生提供经济支持、指导和与学术资源的联系来促进公平。额外的教师专业发展将增加学院STEM学科内的包容性教学实践。预计通过Aspira STEM轨道：(1)至少80%的学生将在一个学期到另一个学期的STEM项目中保留；(2)至少90%的学生将对STEM学术和职业道路有更深入的了解；(3)至少80%的学生会有更大的归属感；(4)至少75%的STEM教师将接受包容性教学实践的教育。定性和定量学生数据的元分析将通过该项目完成，并将增加目前关于西班牙裔归属感和STEM校园身份的文献。本项目由科学与技术研究所资助，旨在加强科学与技术研究所的本科教育，扩大科学与技术研究所的参与，并加强科学与技术研究所的能力建设。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this project will investigate promising practices that demonstrate potential to increase the number of Hispanic students earning degrees in STEM fields. Hispanic students are entering higher education at unprecedented rates but are enrolling in STEM programs at lower rates than their peers. This gap may be partially explained through factors such as the lack of Hispanic representation among STEM professionals and faculty, a lack of awareness about STEM careers, and persistent financial barriers. This pilot project at Lehigh Carbon Community College in Pennsylvania will introduce Hispanic students to STEM fields and careers through the Aspira STEM Track, offering hands-on activities, guest speakers, group discussions, and peer mentoring. Through this work, the college will explore the impacts of these activities on student retention, sense of belonging, and knowledge of STEM academic and career pathways. Anticipated outcomes include more Hispanic students will enroll in STEM programs and report a greater sense of belonging and connection to their chosen field of study.Lehigh Carbon Community College aims to create a community of mutual support among 30-40 STEM-interested Hispanic students in the Aspira STEM Track. This project will make use of a fourteen-week, one-credit hour course where cohorts of first-year students participate in active learning exercises, such as group work, data analysis and problem-solving activities including mini labs, to increase their awareness of STEM fields and careers. Through journaling, group discussions, guest speakers, and peer mentoring, the program will empower students to develop a sense of belonging and connection to the STEM community on- and off-campus. Interventions including scholarships and peer mentoring will promote equity by providing financial support, mentorship, and connection to academic resources for students participating in the Aspira STEM Track and intending to enter a STEM career path. Additional faculty professional development will increase inclusive teaching practices within the college’s STEM disciplines. It is anticipated that through the Aspira STEM Track: (1) At least 80% of students will be retained in a STEM program from semester-to-semester; (2) At least 90% of students will report greater understanding of STEM academic and career pathways; (3) At least 80% of students will report a greater sense of belonging; and (4) At least 75% of STEM faculty will be educated on inclusive teaching practices. A meta-analysis of qualitative and quantitative student data will be completed through the project and will add to the current literature on Hispanic belonging and STEM identity on-campus. This project is funded by the HSI Program, which aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.