Culture and context's influence on Hispanic undergraduate's perceptions of their persistence toward STEM degree attainment

There continues to be significant racial/ ethnic and gender disparities in science, technology, engineering, and math (STEM) participation. Although they are the fastest growing minority group in the United States, the representation of Hispanic groups is not keeping pace with the growth of STEM fields. This dissertation examines the influences of context and culture on Hispanic undergraduate’s persistence toward STEM degree attainment. Study one utilized systematic review methods to assess the effectiveness of STEM intervention programs on Hispanic undergraduates, study two utilized qualitative content analysis methods to identify Hispanic STEM majors perceptions of both supports and barriers in their STEM degree pathways, and study three examined how cultural factors influence Hispanic undergraduate’s perception of themselves and career aspirations using structural equation modeling (SEM). Results from all three studies reveal nuanced differences in the STEM persistence of Hispanic undergraduates and highlights a gap in research for tackling increased representation for Hispanic students in STEM. This work moves from framing Hispanic student populations as homogeneous populations to truly understand the deeper underpinnings of context, culture, and identity’s role in facilitating increased outcomes for Hispanic STEM majors. To make STEM more accessible, diverse, inclusive and socially just, more rigorous research is needed. 

Major Professor: Dionne P. Stephens