Many historically minoritized graduate students, here defined as Women, Latinx and Black/African American students, in Science, Technology, Engineering and Math (STEM) experience unwelcome or even hostile ecosystems or environments. Many of the social expectations are that historically minoritized graduate students in STEM should assimilate or acclimate to the cultural, where assimilation/acclimation are defined as cultural conformation vs. social acceptance of a student authentic self/identity. They may also experience forms of continuous microaggressions and isolation. The effects of chronic external stressors, such as experiencing discrimination and social isolation, on increased mental health disorders and decreased physiological health is well known [1-3]. Yet, evidence-based practices of support systems specifically for graduate students from historically marginalized communities to reduce the effects of climates of intimidation are not common. Indeed, researchers have found that such students “would benefit if colleges and universities attempted to deconstruct climates of intimidation [4]” and it has also been shown that teaching underrepresented minority students empowerment skills can improve academic success [5].
Self-advocacy originates from the American Counseling Association (ACA) and the Learning Disabilities (LD) communities for effective counseling that promotes academic success and is based on a social justice framework [6]. The underlying principle of self-advocacy is that supporting skills and knowledge development in the three areas of self-advocacy leads to a student’s long term participation and ultimately academic success in areas such as post-secondary education and STEM. The pillars of the self-advocacy program are centered on (i) Empowerment, (ii) Promoting self-awareness and (iii) Social Justice and programming in the GRaduate Education for Academically Talented Students (GREATS) is aligned and repeated along these three pillars. The current professional development program is in its third year of implementation and to date twenty-seven students have participated in the program. This work in progress paper outlines the evaluation of a self-advocacy program for historically marginalized graduate students in STEM at the University of Illinois Chicago is a minority serving institution as both an Hispanic Serving Institution (HSI) and an Asian American Native American Pacific Islander Serving Institution (AANAPISI).
[1] S. Stansfeld and B. Candy, "Psychosocial work environment and mental health--a meta-analytic review," ed, 2006.
[2] E. M. Smith, "Ethnic minorities: Life stress, social support, and mental health issues," The Counseling Psychologist, vol. 13, no. 4, pp. 537-579, 1985.
[3] D. M. Frost, K. Lehavot, and I. H. Meyer, "Minority stress and physical health among sexual minority individuals," Journal of behavioral medicine, vol. 38, no. 1, pp. 1-8, 2015.
[4] R. T. Palmer, D. C. Maramba, and T. E. Dancy, "A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM," The Journal of Negro Education, vol. 80, no. 4, pp. 491-504, 2011. [Online]. Available: http://www.jstor.org/stable/41341155.
[5] A. R. Dowden, "Implementing Self-Advocacy Training Within a Brief Psychoeducational Group to Improve the Academic Motivation of Black Adolescents," The Journal for Specialists in Group Work, vol. 34, no. 2, pp. 118-136, 2009/04/28 2009, doi: 10.1080/01933920902791937.
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This content will become publicly available on June 25, 2024
Addressing the Needs of Hispanic/Latino(a) Students with the Flipped Classroom Model
This is a work-in-progress paper. The flipped classroom (FC) model is a well established teaching strategy dating to 1970’s practices in the Soviet Union. FC has two decades of use in post-secondary education since it was proposed by Lage et al. However, breaking studies find no academic improvement with FC model among minority students. Rather, it distances at-risk students. Indeed, certain demographics prefer authoritative over dialogic instruction style. We are motivated to determine FCs effectiveness with students at a medium-sized Hispanic Serving Institution (HSI) and Minority Serving Institution (MSI). For one of our NSF grant activities, we piloted two variations of the flipped classroom model. The key idea is that literature finds that FC classes need better regulation of underperforming students. Generally, the FC models in our work included peer-instruction, active learning, recorded lectures, and pre-assessment quizzes. There were no post-assessment assignments or traditional homework. Some sections employed Just-in-Time-Teaching, and careful selection of groups according to skill (within-class homogenous grouping). Other sections experimented with diversity and inclusion-based grouping and project-based learning. Students at the university are non-traditional, a term used to describe individuals who meet some of the following criteria: having a significant gap between post-secondary education and high-school graduation, being financially independent from their parents, having dependents, and working twenty or more hours per week. 60% of the individuals at our campus are Pell eligible. We study an intersectional inequality: wage-based work is disinclined to accommodate students attending lecture during the work day, and minorities may not prefer dialogic instruction. We analyze student attitudes since Fall 2020, among tens of class sections and hundreds of students. Class sections in the study are upper-division core courses in Computer Science, Computer Engineering and Electrical Engineering. Data is collected from mostly online sections during the COVID-19 pandemic. A pre- and post-surveys were administered collecting demographic information and student attitudes. Hispanic/Latino(a) students found videos to be a complete study medium—that it was not required to seek out third-party materials to prepare for class. They found the class to be more engaging, and self-identified that they could identify previous concepts important to the task at hand. Results were surprising because there were no statistically significant differences with a general population’s exposure to FC. Hispanic/Latino(a)s find the FC model described in our work engaging and effective.
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- Award ID(s):
- 2122442
- NSF-PAR ID:
- 10441255
- Date Published:
- Journal Name:
- 2023 ASEE Annual Conference & Exposition
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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