Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation

Abstract

<jats:p>The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.</jats:p>

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

“…The extant ISHS literature is nascent and has focused primarily on student learning outcomes through narrowed conceptions of standardized test performance and graduation rates (Wiswall et al, 2014); an explication of key characteristics of these schools; experiences through the lens of course‐taking patterns and STEM opportunities such as project‐based learning (Bicer et al, 2020; Eisenhart et al, 2015); and students' STEM interests, identities, and college and career aspirations (Allen & Eisenhart, 2017; LaForce et al, 2019). For a more detailed review of the literature on ISHSs and other STEM schools, see Tripp (2023).…”

“…Bicer et al (2020) include the perspectives of multilingual graduates from STEM academies in Texas, with a focus on African American and Hispanic graduates, mostly from low socioeconomic status backgrounds. At the time of the study, the 13 participants were in their sophomore and junior years of college; six students identified Spanish as their first language, six noted English, and one identified Swahili.…”

“…Yet, it is unclear if participants in the Bicer et al (2020) study were classified as English Learners during high school. Given that retrospective interviews were the only data source, the nuances of students' science learning experiences and environment were not captured.…”

“…Studies that have referred to the STEM ecosystem or learning ecologies have built on Bronfenbrenner's (1979) Ecological Systems Theory, which centers human development and interactions with a child and their environment (Barron, 2006;Bevan, 2016;Shaby et al, 2021). In contrast with Bronfenbrenner's approach with the child at the center, Bevan (2016) recognizes that in an ecosystem no one element is more important than another, and one change can initiate multiple, direct impacts on other changes. Typically, the phrase 'STEM learning ecosystem' entails a large network used to understand access to learning opportunities and interest development.…”

Turning Collective Digital Stories of the First-year Transition to College into a Web of Belonging<br /> <br /> &nbsp;

“…The transition to college presents a period of adjustment for first-year students, but research shows that this is a particularly precarious time for students who are Black, Indigenous, and People of Color (BIPOC), students from low-income households, first-generation, immigrant, and language minoritized students (Acevedo-Gil & Zerquera, 2016;Bicer et al 2020;Brooms, 2020;Everett, 2017;Garcia, 2019;Goodlad, et al, 2019;Rodriguez et al, 2000;Tinto, 2012). Before reaching college, BIPOC students in the United States have experienced deep racial and economic inequities throughout their educational trajectory.…”