Latinas/os in STEM: A Longitudinal Look at the Experiences that Lead to Persistence American...
-
date post
19-Dec-2015 -
Category
Documents
-
view
213 -
download
0
Transcript of Latinas/os in STEM: A Longitudinal Look at the Experiences that Lead to Persistence American...
Latinas/os in STEM: A Longitudinal Look at the Experiences that Lead to Persistence
American Association of Hispanics in Higher Education
Sixth Annual National Conference
San Antonio, TX
March 4, 2011
Sylvia Hurtado, UCLA
Gina A. Garcia, UCLA
Background
National call to increase the participation of Latinas/os in STEM degrees and careers America COMPETES Act College Cost Reduction and Access Act Health Care and Education Reconciliation Act
Latinas/os 15% of the U.S. population in 2007 Earned 7.2% of all STEM bachelor’s degrees
awarded in 2006 Made up 5.2% of STEM workforce in 2006
Sample
UCLA’s Cooperative Institutional Research Program (CIRP) The Freshman Survey (TFS) 2004 Your First College Year (YFCY) 2005 College Senior Survey (CSS) 2008 Graduate Student Focus Groups 2009-2010
BBS vs. STEM
BBS Majors Biology Biochemistry Biophyshics Microbiology Bacteriology Zoology Chemistry Medicine Dentistry Veterinary Medicine Pharmacy Psychology
STEM majors BBS majors plus… Aeronautical Engineering Civil Engineering Chemical Engineering Computer Engineering Electrical Engineering Industrial Engineering Mechanical Engineering Astronomy Mathematics Physics Nursing
Aspiring Scientists-Fall 2004 (n=5,425)
In comparison to White students, Latina/o aspiring scientists… Have higher financial concerns Are less prepared academically Have lower academic self-confidence Take fewer math & science courses in high
school Have lower aspirations for pursuing a career as
a scientific researcher
Aspiring Scientists-Fall 2004 (n=5,425)
In comparison to White students, more Latina/o aspiring scientists… Attend institutions w/ NIH-sponsored programs Participate in summer research programs &
health science research programs (prior to college)
Aspire for a Ph.D. or Ed.D. Aspire to become a physician
Aspiring Scientists-Fall 2004 (n=5,425)
Aspire to Ph.D. or Ed.D. Aspire to become a Physician
35.8
31.331.5
26.9
Aspirations
Latina/o White
Emerging Scientists-Spring 2005 (n=674)
In comparison to White and Asian students, Latina/o emerging scientists… Have higher financial concerns Have lower academic performance (grades) Have lower academic self-confidence Experience higher rates of racial tension or
discrimination on campus
Emerging Scientists-Spring 2005 (n=674)
18.8 19.313.411.7
16.311.4
Racial Tension or Discrimination
Latina/o BBS White/Asian BBS
Emerging Scientists-Spring 2005 (n=674)
In comparison to White and Asian students, more Latina/o emerging scientists… Have a desire to improve the health of minority
communities Took a first-year experience course Worked on a professor’s research project in
their first year
4th Year Latina/o STEM Students (n=594)
Decline in aspirations for Ph.D. or Ed.D. (from freshman year)
Increase in aspirations for M.A. or M.S. (from freshman year)
Higher debt accumulation than White and Asian STEM students
More likely than White and Asian students to help support family
4th Year Latina/o STEM Students (n=594)
Family Grants & Scholarships Loans
50
34
45
25 242725
42
28
Source of Financial Support
$0-$2,999 $3,000-$9,999 $10,000 or more
4th Year Latina/o STEM Students (n=594)
Academic Program for
URM
Club Related to Major
Undergrad Research Program
26.8
62.1
22.7
Co-curricular Involvement
4th Year Latina/o STEM Students (n=594)
Becoming an authority in my field
Making a theoretical contribution to science
Working to find a cure for a health problem
Improving the health of minority communities
0 10 20 30 40 50 60 70
61.7
41.5
57.7
61.9
65.6
39.2
53
61.2
61.2
39.1
56.5
2004 2005 2008
Science Identity
4th Year Latina/o STEM Students (n=594)
Predictors of Persistence College generational status (-) Standardized test scores (+) Participation in a club/organization related to
major (+) Participation in undergraduate research (+) Sense of belonging (+) Negative cross-racial interactions (-)
Latina/o Graduate STEM
And like I said before, I always thought it was just gonna be med school – that’s what I envisioned. I took all the prerequisites, even the MCAT’s, but I participated in a research program and I really liked it. So as far as graduate school, once I took that program I started my last semester in research with the person that’s now my advisor. She’s the one that introduced me to several scholarship programs that were available in graduate school.
(Lauren, Latina, Molecular Biology, HSI)
Latina/o Graduate STEM
But this professor saw something else and gave me this opportunity to work in his lab. And that’s when I started doing more energy related research. And from there, I could start seeing there’s something else that I could do here. And he paid for [me to attend a] conference. I got accepted and we did this fellowship. So that gave me more information about more PhD programs. And then he helped me to apply for a PhD. So when I left school, I got accepted in two schools first for doing the Ph.D.
(Tyler, Latino, Chemical/Biomolecular Engineering, PWI)
Latina/o Graduate STEM
I didn't know about grad school or anything, when I [started undergrad]. But I was in a few of the undergraduate minority research programs, almost all throughout my undergraduate years, like three years. And they always did encourage me to go to graduate school. So, I knew that I definitely did want to go to grad school, eventually, and do research.
(George, Latino, Molecular Biology, PWI)
Implications for Practice
Early attention and program interventions to encourage and sustain Latina/o science talent
Focus interventions on points of loss—1st year, entrance to the major, transition to post grad
Greater institutional efforts are needed to position Latina/os for entering graduate programs
Implications for Practice
Financial concerns are a key barrier for STEM: Consider debt forgiveness for entering STEM or teaching in science
UG Programs should include stipends and book grants to cover the costs of expensive but necessary texts
Continue funding to institutions and support Latina/o faculty who are mentoring the next generation
Contact Information
Faculty and Co-PIs:Sylvia HurtadoMitchell Chang
Postdoctoral Scholars:Kevin EaganJosephine Gasiewski
Administrative Staff:Aaron Pearl
Graduate Research Assistants:Christopher NewmanMinh TranJessica Sharkness
Gina GarciaFelisha HerreraCindy Mosqueda
Juan GaribayTanya Figueroa
Papers and reports are available for download at:
http://heri.ucla.edu/nihProject e-mail: [email protected]
Acknowledgments: This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and R01 GMO71968-05 as well as the National Science Foundation, NSF Grant Number 0757076. This independent research and the views expressed
here do not indicate endorsement by the sponsors.