Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

By Darnell G. Cole, Araceli Espinoza. 2008

404 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f9691f176e252a96a4fdcc33b2906aa9fa6e255f

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Citations in the corpus

Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “This can result in students’ social identity being characterized by feelings of difference and lack of a sense of belonging (Cole and Espinoza 2008; Tate and Linn 2005); sense of belonging has been associated with students’ confidence in their ability to complete an engineering degree (Huang and…”
Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering (2012, background): “Similarly, research indicates that support and mentoring from faculty are especially important for underrepresented student persistence in college and STEM fields (Bonous-Hammarth, 2000; Cole & Espinoza, 2008) and influence the decision to pursue a career in science (Rayman & Brett, 1995).”
Who wants to have a career in science or math? Exploring adolescents' future aspirations by gender and race/ethnicity. (2011, result): “This is consistent with evidence of high levels of interest in STEM majors among minority college-aged youth, but relatively low rates of persistence (Anderson & Kim, 2006; Cole & Espinoza, 2008).”
Devalued Black and Latino Racial Identities (2016, background): “…institutional and social barriers in their departments, racial/ethnic stereotyping, a lack of role models or mentors, and high numbers of Black and Latino peers dropping out of college STEM fields (Cole & Espinoza, 2008; Malone & Barabino, 2009; Robinson, McGee, Bentley, Houston, & Botchway, 2016).”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, methodology): “One shortcoming concerning some of the studies reviewed here is that they employed singlelevel statistical techniques that did not account for the multi-level nature of the data (e.g., Cole & Espinoza, 2008; Elliott et al., 1996; Grandy, 1998).”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…on examining statistical trends of negative influences among women, African Americans, and Latin@s 2 with limited analysis of factors for their retention and academic success in STEM (science, technology, engineering, and mathematics; Chapa & De La Rosa, 2006; Cole & Espinoza, 2008; Simpson, 2001).”
Student and Faculty Member Engagement in Undergraduate Research (2013, background): “…thinking (Bauer and Bennett 2008; Kardash 2000; Kuh et al. 2007; Pike 2006; Volkwein and Carbone 1994), increase academic achievement and retention (Cole and Espinoza 2008; Ishiyama 2002; Nagda et al. 1998), clarify choice of academic major (Tompkins 1998; Wasserman 2000; Seymour et al. 2004), and…”
An anti‐deficit achievement framework for research on students of color in STEM (2010, background): “Moreover, other studies (for example, Cole and Espinoza, 2008; Hurtado and others, 2009; Leslie, McClure, and Oaxaca, 1998) have uncovered the nexus between student-faculty interaction and success in STEM, especially among students of color.”