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1. Toward an Understanding of the Relationship Between Race/Ethnicity, Gender, First-generation Student Status, and Engineering Identity at Hispanic-serving Institutions

   Arnett, Stephanie M.; Way, Sandra M.; Ortiz, David G.; Humble, Lorissa B.B.; Martinez, Analyssa D. (July 2021, ASEE annual conference proceedings)

   This research paper investigates the relationship between race/ ethnicity, gender, first-generation college student status, and engineering identity using cross-sectional data from early-career engineering majors. Measures of engineering identity are increasingly used in models of engineering education to evaluate how identity contributes to success and persistence of engineering students. Engineering identity is generally assumed to contribute to educational success, with stronger engineering identity leading to persistence. At the same time, data clearly shows that persistence of engineering students varies by race/ethnicity and gender. Given these previous findings, we would expect to find that engineering identity will vary by race/ ethnicity, gender, and first generation status. Yet, relatively little work has quantitatively compared how engineering identity differs across racial/ ethnic groups and gender. While researchers are increasingly trying to gain a better understanding of engineering identity among Latina students, for example, the literature has not yet adequately accounted for how Latina students differ from their non-Hispanic white peers. This works seeks to address that gap in the literature with an exploration of the ways that race/ethnicity, gender, and first generation status work together to impact engineering identity among early-career engineering students at four public Hispanic-Serving Institutions (HSIs) in the Southwestern United States. We conducted surveys as part of a longitudinal study on STEM education. Data discussed here comes from baseline surveys of three cohorts of engineering students (N=475). Approximately two-thirds of the respondents were attending a traditional 4-year university while the remainder (N=159) were attending community college at the time of the survey. Approximately two-thirds of the respondents identified as Latinx, 27% identified as female, and 26.5% reported that they were first-generation college students. While expectations were that engineering identity would vary by race/ethnicity and gender, preliminary analyses of our data unexpectedly reveal no significant differences between Latinx and White students in terms of their engineering identity and no significant differences in engineering identity between male and female students. Interactions between race/ethnicity and gender were also tested and yielded no significant differences between early-career Latinx and White students in terms of their engineering identity. Finally, students who reported that they will be the first in their family to get a college degree had significantly lower engineering identity scores (=-.422; p=.001). These results lead us to conclude that first generation status at HSIs may be more important than gender and race/ ethnicity in the development of engineering identity for early career students. 

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2. A longitudinal study of psychological distress in the United States before and during the COVID-19 pandemic

   Breslau, J.; Finucane, M.L.; Locker, A.R.; Baird, M.D.; Roth, E.A.; Collins, R.L. (February 2021, Preventive medicine)

   null (Ed.)

   The COVID-19 pandemic has caused financial stress and disrupted daily life more quickly than any prior economic downturn and on a scale beyond any prior natural disaster. This study aimed to assess the impact of the pandemic on psychological distress and identify vulnerable groups using longitudinal data to account for pre-pandemic mental health status. Clinically significant psychological distress was assessed with the Kessler-6 in a national probability sample of adults in the United States at two time points, February 2019 (T1) and May 2020 (T2). To identify increases in distress, psychological distress during the worst month of the past year at T1 was compared with psychological distress over the past 30-days at T2. Survey adjusted logistic regression was used to estimate associations of demographic characteristics at T1 (gender, age, race, and income) and census region at T2 with within-person increases in psychological distress. The past-month prevalence of serious psychological distress at T2 was as high as the past-year prevalence at T1 (10.9% vs. 10.2%). Psychological distress was strongly associated across assessments (X2(4) = 174.6, p < .0001). Increase in psychological distress above T1 was associated with gender, age, household income, and census region. Equal numbers of people experienced serious psychological distress in 30-days during the pandemic as did over an entire year prior to the pandemic. Mental health services and research efforts should be targeted to those with a history of mental health conditions and groups identified as at high risk for increases in distress above pre-pandemic levels. 

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3. STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis

   https://doi.org/10.1002/sce.21784  

   Cerda‐Smith, Jacqueline; Joy, Angelina; Mathews, Channing; Knox, Jerica; Mulvey, Kelly Lynn (May 2023, Science Education)

   Abstract Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis to group adolescents based on their SRC perceptions and explored group differences in their interest in a STEM career and their belonging, psychological needs satisfaction, and engagement in STEM courses. Adolescent participants (N = 412, 50.2% female, 36.9% male, 12.9% other/not reported,M_age = 15.72 years, standard deviation = 1.24) attending five high schools in the Southeastern United States, were grouped into five classes based on their perceptions of SRC: Critical SRC (CritSRC), Average SRC, Average with Stereotyping, Positive SRC (PosSRC), and Positive with Stereotyping. Latent class membership differed by race, age, and learning environment. Results revealed that students with more positive perceptions of SRC reported greater belonging, engagement, and needs satisfaction in their STEM courses and more interest in a STEM career compared to students with CritSRC perceptions. Findings also indicated that White students were more likely than Black students to perceive a PosSRC. Recommendations for areas of future research and policy implications are discussed. 

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4. Expanding Informal Maker-Based Learning Programs for Urban Youth

   Foad Hamidi, Amy Freeland (November 2020, Proceedings Frontiers in Education Conference)

   null (Ed.)

   This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programs generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged. 

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5. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

   https://doi.org/10.3389/fpsyg.2021.503237  

   McGuire, Luke; Monzavi, Tina; Hoffman, Adam J.; Law, Fidelia; Irvin, Matthew J.; Winterbottom, Mark; Hartstone-Rose, Adam; Rutland, Adam; Burns, Karen P.; Butler, Laurence; et al (March 2021, Frontiers in Psychology)

   Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants ( n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners. 

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