Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce.
Community colleges are a critical access point to higher education for undocumented students, yet undocumented community college students often report feelings of constrained inclusion due to the limitations created by their citizenship status (Negrón-Gonzales, 2017). In this article, we review existing research on undocumented students in 2-year colleges, discussing the policies and practices that can be implemented to support undocumented community college students. Supportive policies include tuition and aid policy, college promise programs, and dual enrollment. Supportive campus environments can be facilitated through flexible scheduling, clear and accessible information, mental health resources, staff training and professional development, funding dedicated staff positions, and creating undocumented student resource centers.Perpetual political uncertainty and a tumultuous national climate continue to complicate undocumented students' access to and experiences in higher education. As of late May 2021, federal pieces of legislation such as Temporary Protected Status (TPS) and Deferred Action for Childhood Arrivals (DACA), which provide some form of protection from deportation for undocumented students, continue to have uncertain outlooks. At the state level, and depending on the state undocumented students reside in, students may be able to benefit from more accommodating policies such as in-state resident tuition or eligibility for state financial aid (Serna et al., 2017). In other states, students' unauthorized status may preclude them from accessing any financial aid or benefits for college at all (National Conference of State Legislatures, 2019;Olivas, 2009). On campus, undocumented students may encounter unwelcoming campus climates or face barriers in accessing important resources, such as staff or legal support (Nienhusser, 2014;Terriquez, 2015).These challenges and concerns may be particularly acute at the nation's community colleges, which are a critical access point to higher education for undocumented students. For some, community colleges may be the only option to pursue their educational and career aspirations (Murillo, 2017;Pérez, Cortés, Ramos, & Coronado, 2010). For others, community colleges are attractive due to lower costs and the opportunity to stay close to home
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Some states have enacted inclusive policies that reduce constraints and uncertainty for undocumented students, potentially changing their academic decisions and postsecondary goals. We explore shifts in continuing undocumented community college students’ course-taking before and after the California DREAM Act, which provided access to state financial aid. We use difference-in-differences comparisons with permanent residents, refugees, and U.S. citizens who were unaffected by these policies to examine policy impacts. After its implementation, continuing students increased their enrollment intensity, primarily in degree-applicable and transferable courses, and decreased coursework in career/technical education. This suggests state financial aid may have broadened postsecondary possibilities and made transfer to a 4-year institution a more viable option for undocumented students. At the same time, access to aid did not increase undocumented students’ credit loads to the level of their peers, underscoring the reality that other constraints continue to shape undocumented students’ participation in higher education.
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