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This article highlights the role of community among Latina/o/x students pursuing degrees in science, technology, engineering, and mathematics (STEM) at 2- and 4-year Hispanic Serving Institutions (HSI). Community-based perspectives are often missing from traditional STEM disciplinary contexts; however, our Community-Centered STEM Identity model recognizes how Latinx students develop STEM identities by grounding, engaging, and bridging community. Implications for HSIs include cultivating community-based partnerships and perspectives as these are critical for the retention of Latinx students in STEM.
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Exploring the Student-to-Faculty Ratio and Degree Attainment in Florida
Although several factors influence Hispanic Latina/o/x degree attainment, less is known regarding student-to-faculty ratio at Hispanic-Serving Institutions (HSI) in Florida. We examined publicly available data for HSI ( n = 14) and non-HSI ( n = 88) degree attainment among Hispanic Latina/o/x students in Florida. Pearson correlations and regression analyses indicated statistically significant correlations between student-to-faculty ratio and Hispanic Latino/a/x students who earned bachelor’s degrees. Implications for hiring and promotion are discussed.
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- Award ID(s):
- 1953606
- PAR ID:
- 10410036
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Journal of Hispanic Higher Education
- Volume:
- 23
- Issue:
- 4
- ISSN:
- 1538-1927
- Format(s):
- Medium: X Size: p. 215-227
- Size(s):
- p. 215-227
- Sponsoring Org:
- National Science Foundation
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