Family Helps Transform the STEM Pathways of Community College Women of Color STEM Majors.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI:10.1187/cbe.21-09-0273
Melo-Jean Yap, Jasmine Foriest, Kalli Walker, Sara Sanford, Adrienne Rice
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Abstract

A "critical access point in the STEM pipeline for Latinx students and other students of color" (Herrera et al., 2018), community colleges provide a seminal breeding ground for academic pursuits (Bahr et al., 2017). However, how personal networks influence STEM pathways of two-year college students remains largely unexplored. This mixed methods case study explores influence of personal networks on pursuing STEM fields via social network analysis and qualitative narratives. 36 women of color STEM majors at a two-year urban Hispanic-Serving Institution were interviewed via social network questionnaire. Participants nominated anyone who has influenced their STEM trajectory, which signifies influence to their reason for pursuing a STEM path; they also had an option to qualitatively elaborate on any nomination but this was not required. Nominations were counted towards degree centrality and categorized into social relationships. Participants nominated diverse relationship influences, with family as the most influential relationship group, followed by college faculty/staff. Qualitative narratives revealed that family influenced participants, regardless of relatives' educational attainment level at the high school or lower level. In alignment with community cultural wealth, family members provided the impetus for pursuing STEM pathways through influence on participants' (1) aspirational capital, (2) familial capital, and (3) resistant capital.

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家庭帮助改变社区学院有色人种女性 STEM 专业学生的 STEM 学习途径。
社区学院是 "拉丁裔学生和其他有色人种学生 STEM 升学渠道的关键接入点"(Herrera 等人,2018 年),为学术追求提供了开创性的温床(Bahr 等人,2017 年)。然而,个人网络如何影响两年制大学学生的 STEM 学习途径在很大程度上仍未得到探讨。这项混合方法案例研究通过社会网络分析和定性叙述,探讨了个人网络对从事 STEM 领域的影响。研究人员通过社交网络问卷调查的方式,对一所两年制城市西班牙裔服务机构的 36 名有色人种 STEM 专业女生进行了访谈。受访者提名了对她们的 STEM 发展轨迹有影响的人,这表明这些人对她们走上 STEM 道路的原因产生了影响;她们还可以选择对任何提名进行定性阐述,但这并不是必需的。提名被计入程度中心度,并被归类为社会关系。参与者提名了不同的关系影响因素,家庭是影响最大的关系群体,其次是大学教职员工。定性叙述显示,无论参与者亲属的教育程度是高中还是更低,家庭都会对其产生影响。与社区文化财富相一致,家庭成员通过影响参与者的(1)抱负资本、(2)家庭资本和(3)抵制资本,为追求 STEM 途径提供了动力。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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