Creating a STEM Center Network for Increasing Underrepresented Minority Retention in STEM.
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| Title: | Creating a STEM Center Network for Increasing Underrepresented Minority Retention in STEM. |
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| Authors: | Garza, Tiberio1 (AUTHOR) tgarza@fiu.edu, McNaughtan, Jon2 (AUTHOR), Higgins, Raegan3 (AUTHOR), Spott, Jessica4 (AUTHOR), Gilchrest, Maggie4 (AUTHOR) |
| Source: | Journal of Latinos & Education. Jan-Mar2026, Vol. 25 Issue 1, p347-364. 18p. |
| Subject Terms: | *Hispanic Americans, *Black students, *Higher education, *STEM education, *Educational evaluation, Cooperation, Employee retention, Minorities |
| Abstract: | Retention rates among Hispanic/Latinx and Black students in higher education STEM degrees continue to be a consistent focus among researchers and educators. In this study, a regional collaboration of strategic partners facilitated by an R1 research institution is presented as a working model for addressing systemic change to improve retention, transfer, and graduation rates among Black and Hispanic/Latinx students in STEM. The use of a culturally responsive and equitable evaluation approach is used to interpret collaboration activities and findings among students. Guided by the sense of belonging framework, the collaborative network of centers are empowered by individual center-level resources and high-impact practices which are shared between institutions. Through this virtual network of centers, underrepresented minority enrollment has increased 4.18 times compared to the baseline measure and the projected Black and Hispanic/Latinx number of transfers and graduates is expected to surpass the expected outcome by the fifth year. Further insight is discussed to what support and resources can be provided in the context of a community of centers to aid underrepresented minorities. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Retention rates among Hispanic/Latinx and Black students in higher education STEM degrees continue to be a consistent focus among researchers and educators. In this study, a regional collaboration of strategic partners facilitated by an R1 research institution is presented as a working model for addressing systemic change to improve retention, transfer, and graduation rates among Black and Hispanic/Latinx students in STEM. The use of a culturally responsive and equitable evaluation approach is used to interpret collaboration activities and findings among students. Guided by the sense of belonging framework, the collaborative network of centers are empowered by individual center-level resources and high-impact practices which are shared between institutions. Through this virtual network of centers, underrepresented minority enrollment has increased 4.18 times compared to the baseline measure and the projected Black and Hispanic/Latinx number of transfers and graduates is expected to surpass the expected outcome by the fifth year. Further insight is discussed to what support and resources can be provided in the context of a community of centers to aid underrepresented minorities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2025.2497524 |
