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1. Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion Theme

   https://doi.org/10.58021/S5TG63  

   O’Donnell, Christine (January 2022, Institute for Scientist & Engineer Educators (ISEE))

   Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa (Ed.)

   The lack of diversity in science, technology, engineering, and mathematics (STEM) is a complex problem, and one dimension is the experiences that students from marginalized groups often have in classroom environments. Students cite their struggles to negotiate between their own cultures and STEM’s cultures as a reason for why they do not feel a sense of belonging and identity as a person in STEM. To address these challenges, educators and researchers have proposed various frameworks to transform education. In this article, I re-examine the ISEE Equity & Inclusion (E&I) Theme in comparison to culturally relevant pedagogy and culturally responsive teaching models. While these frameworks have many common elements, including their emphasis on students’ achievements, building on students’ cultural assets, and providing scaffolding for content and practices, they differ in their focus on cultural pride and identities of critical consciousness. Drawing on these differences, I suggest directions for instructors who are familiar with the ISEE E&I Theme on how to make their approach to equity and inclusion more robust. 

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2. Parental socialization profiles in Mexican-origin families: Considering cultural socialization and general parenting practices

   Kim, Su Yeong; Chen, Shanting; Hou, Yang; Zeiders, Katharine; Calzada, Esther J. (January 2018, Cultural diversity & ethnic minority psychology)

   Objectives: Recognizing that immigrant parents socialize their children in specific ways, the current study examines Mexican-origin families’ parental socialization profiles using both parental cultural socialization and general parenting dimensions. We seek to understand how these dimensions interact to form culturally grounded parental socialization profiles in a sample of Mexican-origin parents and adolescents. Method: There were 604 adolescents, 595 mothers, and 293 fathers within Mexican-origin families self-reporting on 2 cultural socialization dimensions (respeto, independence) and 4 general parenting dimensions (warmth, hostility, monitoring, reasoning). Adolescent outcomes were assessed 1 year later. Results: Latent profile analysis revealed eight parental socialization profiles representing distinct combinations of cultural socialization and parenting dimensions. Relative to other profiles, the Integrative-Authoritative profile (high on socialization toward respeto and independence; high on warmth, monitoring, and reasoning; and relatively low on hostility) was the most common parenting pattern and was also associated with more optimal adolescent outcomes. Conclusion: Examining cultural socialization alongside general parenting dimensions can better capture parental socialization strategies among Mexican-origin parents. The various parental socialization profiles that characterize Mexican-origin parents have important implications for adolescent outcomes. 

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3. Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

   https://doi.org/10.3390/su142416627  

   Morán-Soto, Gustavo; Marsh, Aradaryn; González Peña, Omar Israel; Sheppard, Matthew; Gómez-Quiñones, José Isabel; Benson, Lisa C. (December 2022, Sustainability)

   The COVID-19 pandemic generated worldwide negative effects on college students’ stress levels and motivation to learn. This research focuses on the lack of development of a sense of belonging in engineering students due to online classes during the pandemic and possible differences experiencing online classes between students from different contexts and cultures. Data were collected from 88 Mexican and 139 U.S. engineering students during the Spring 2021 semester using ten survey items asking students’ perceptions of the effects of taking online courses during the COVID-19 pandemic on their sense of belonging in their major. Quantitative and qualitative analyses were conducted, aiming to determine the effects of taking online classes on students’ sense of belonging in engineering. Findings stressed the poor sense of belonging that engineering students may have after taking online classes during the COVID-19 pandemic when they missed opportunities to develop meaningful relationships with their peers and professors due to the lack of good communication. Consequently, students had uncertainties about successful learning during the pandemic in both Mexico and the U.S. Thus, activities such as accessible office hours, study groups, and meetings with mentors and tutors should be promoted to help students recover from the lack of a sense of belonging in the engineering major generated during online classes due to the COVID-19 pandemic. 

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4. Work in Progress: H-AGEP - A Model to Improve the Preparation and Transition for Hispanic STEM Doctoral Students into Community College Faculty Positions

   https://doi.org/10.18260/1-2--35641  

   Velez-Reyes, Miguel; Aklog, Fenot; Horton, Dawn; Mejia, Yajaira; Santiago, Ivonne; González, Jorge; Sivils, Jeff; Meeuwsen, Harry; Moshary, Fred; Barba, Joseph (June 2020, 2020 ASEE Virtual Annual Conference Content Access)

   This work in progress paper presents an overview of the Hispanic Alliance for the Graduate Education and the Professoriate (H-AGEP) program. H-AGEP is working on developing and implementing a new model to improve the preparation and transition of Hispanic STEM doctoral students into community college faculty positions. The partnership is a collaborative effort between the City College of New York (CCNY) (lead institution) and The University of Texas at El Paso (UTEP) along with a group of partner community colleges: LaGuardia Community College, Queensborough Community College, and El Paso Community College. The H-AGEP model consists of three main elements: (1) a training and mentoring program for effective STEM teaching at community colleges; (2) a training program for effective mentoring of community college students in STEM research; and (3) a professional development program to address career preparation, transitioning, and advancement at academic careers in community colleges. H-AGEP research goals are: (1) to consider the collected evaluation and research data to determine what intervention activities are most impactful, and (2) to better understand the career-decision making process of Hispanic STEM doctoral students regarding whether they will seek employment at community colleges and other two-year institutions. An interesting aspect of the partnership is that the institutions in El Paso, Texas, serve primarily a Mexican-American student population while the New York institutions serve primarily a Hispanic population of Caribbean origin. This provides the unique opportunity to compare Hispanic students from both groups. The program evaluation: (1) documents and provides feedback on H-AGEP activities and model implementation; and (2) assesses the extent to which H-AGEP is achieving its intended outcomes. Assessment results on the first cohort of students in the program show the value of including community college faculty as career and teaching mentors in the program. Furthermore, the effect of model interventions in students from the first cohort show positive advances in improving teaching skills, increasing student professional networks, and increasing interest and awareness in careers at community college. 

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5. Cultural adaptation congruence in immigrant spouses is associated with marital quality

   https://doi.org/10.1111/jomf.12799  

   Sim, Lester; Chen, Shanting; Zhang, Minyu; Edelstein, Robin S.; Kim, Su Yeong (September 2021, Journal of Marriage and Family)

   Abstract Objective and backgroundPrevious research suggests that cultural adaptation is associated with Mexican‐origin couples' marital outcomes, including marital distress and rates of dissolution. However, research on the marital implications of different types of spousal differences in cultural adaptation often omits important dyadic dynamics (i.e., incongruence between couples and with their partners); this, coupled with existing methodological issues, might contribute to the pattern of mixed findings in the literature. MethodUsing data from 273 Mexican‐origin couples, we conducted response surface analyses to examine how spousal congruence in four adaptation domains (acculturation, enculturation, English proficiency, Spanish proficiency) is associated with wives' and husbands' marital warmth, hostility and satisfaction. ResultsHigher, versus lower, levels of couple matches (except for enculturation) were associated with better marital quality. Mismatches in American (acculturation, English) and Mexican (enculturation, Spanish) orientations were also associated with higher, and lower, marital quality, respectively. Conclusion and implicationOur findings highlight the importance of examining couple matching, which has historically been understudied. We also suggest that inconsistencies in prior work can be explained by discrepant associations between mismatches in American versus Mexican orientation and relationship outcomes. 

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