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"You Didn't Go by Choice!": Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution.

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Title: "You Didn't Go by Choice!": Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution.
Authors: Fematt, Veronica L.1 (AUTHOR) vfematt@ucsb.edu, Puente, Mayra2 (AUTHOR) mayrapuente@ucsb.edu, Garcia, Katherine Arias3 (AUTHOR) katheag3@uci.edu, Mireles-Rios, Rebeca2 (AUTHOR) rmireles@education.ucsb.edu
Source: Education Sciences. Sep2024, Vol. 14 Issue 9, p979. 21p.
Subject Terms: *Hispanic American students, *Hispanic-serving institutions, *School dropout prevention, *Qualitative research, Public institutions
Abstract: As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely "serve" Latinx students in STEM fields at HSRIs. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely "serve" Latinx students in STEM fields at HSRIs. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci14090979