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Abstract Background, context, and purpose of the studyEnrolling over 60% of all Latinx undergraduate students, Hispanic-serving institutions (HSIs) are poised to play a critical role in diversifying and strengthening Science, Technology, Engineering, and Mathematics (STEM) education and the STEM workforce. However, how HSIs serve STEM students is not well understood. Accordingly, guided by Garcia et al. (Review of Educational Research 89:5–745, 2019) multidimensional servingness framework, we conducted a systematic review of the research on STEM education within the HSI context. By attending to STEM education in conversations around how HSIs may serve Latinx students and their campus communities, our ultimate aim is to improve STEM education particularly at HSIs and advance STEM servingness more broadly. Results, main findingsThrough our systematic review of STEM education research at HSIs, we identified (under)studied components of servingness and gaps within this literature base. Specifically, among the 128 qualifying articles, nearly two-thirds focused on student outcomes but overlooked institutions’ organizational context, raising questions about the effect(iveness) of the studied interventions. Additionally, we identified three thematic gaps in this literature: ghosting the HSI context (i.e., relying on HSIs as research sites without considering the unique HSI context); ghosting Latinx culture (i.e., decentering Latinx students and the Latinx community’s sociocultural aspects and assets), and ghosting people and places (i.e., under-examining certain student populations like Latino men in STEM and places like Hispanic-serving community colleges). Ultimately, our study extends the field’s understanding of servingness by attending to STEM education within the context of HSI institutions. Conclusions, brief summary, and potential implicationsBy systematically reviewing studies on STEM education at HSIs, we identified (under)studied components of servingness and patterned gaps within this literature. In doing so, we highlight opportunities to advance STEM servingness at HSIs through future research, policy, and practice. Collectively, these avenues hold the promise of improving STEM education and diversifying the STEM workforce.
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Persistence Priorities and Financial Servingness in an Emerging HSI
As the demographics in the United States college-going population continue to shift, the number of HSIs grows annually, yet research in higher education indicates a difference between enrolling Hispanic students in great numbers and serving the Hispanic/LatinX population [1,2] Servingness is embodied in structures and practices that constitute HSIs and is manifested in the acts of institutional agents who interpret policy, advocate for students, and access resources on behalf of students. This paper describes the findings from an initial case study of a public US East Coast Emerging Hispanic Serving Institution recently funded by the National Science Foundation to provide scholarships for high-achieving students with great financial need. To understand the financial barriers students face in attending college in a post-pandemic context, the first author interviewed key stakeholders at EAST STEM University. The research question driving the study was: How is EAST STEM changing its infrastructure to develop diverse support structures that serve students? Data for this pilot case study were collected from unstructured interviews with the lead faculty member of the grant in the computer science department, document analysis of institutional data (e.g., contextual data from the US Department of Education, publicly available information from Excellencia in Education, institutional profile data from the Institute of Educational Statistics), and from formal interviews with key stakeholders across the university. Interviews were transcribed and coded using emerging themes with Dedoose software. The staff interviewed in this study span five administrative offices and academic departments. Findings from this case suggest the institutional goals of promoting diversity and increasing persistence were values aligned with the acts of servingness utilized at East STEM University to advocate holistically for student needs [3]. Interviews with institutional agents indicate two ways the institution supported student progression through the major-through human resource allocation and through financial prioritization for equity. Within this institutional context, institutional agents enacted servingness through their emphasis on equity and persistence priorities, with, in some cases, a critical lens supportive of student success[4]. Key to their efforts in promoting persistence for students were three actions-creating space for one-on-one engagement with students, advocating on students' behalf across multiple administrative offices, and adapting and reinterpreting policies to support continued student enrollment. This study illustrates how institutional agents aligned serving with a key institutional initiative and how that alignment created space for innovation in meeting undergraduate students' financial needs.
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- PAR ID:
- 10510889
- Publisher / Repository:
- IEEE
- Date Published:
- Journal Name:
- IEEE Frontiers in Education Conference (FIE)
- ISBN:
- 979-8-3503-3642-9
- Page Range / eLocation ID:
- 1- 6
- Subject(s) / Keyword(s):
- diversity inclusion equity financial barriers student support structures
- Format(s):
- Medium: X
- Location:
- College Station, TX, USA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE58773.2023.10343220
