Chapter 12: A Framework to Support Hispanic Undergraduate Women in Stem Majors

Much effort has gone into preparing and supporting young women in their K–12 years to matriculate into institutions of higher education as majors in science, technology, engineering, and mathematics (STEM). Fewer resources have been utilized to sustain them through graduation. In this chapter, the study of an intervention model, with the goal of increasing the graduation rate of women in mathematics and the computational/physical sciences, and its implementation at a large public urban Hispanic-serving institution (HSI) is described. In the study there were 52 participants, 14 of whom were Hispanic; all had achieved junior/senior status in one of the targeted disciplines when they entered the program. This intervention model provides a framework for support that includes mentoring, supportive networking, and developing a personal professional identity through participation in research projects and attending/presenting at professional conferences. Based on the results of this study, factors are identified that are associated with sustaining academic progress for the participants, with special emphasis on those of Hispanic heritage and their distinctive socio-cultural issues. Findings are based on quantitative and qualitative data gathered via focus group interviews and analysis of study and faculty materials and artifacts. Results include positive findings in the areas of: providing students with meaningful and real life problem situations; building long-term, deep student and faculty interactions; expanding students’ perceptions of the discipline and career; improving students’ confidence; providing time for professional socialization; providing experiences in challenging research; professional writing and professional presentations; and creating a learning community of peers. The factors provide a framework that can be tested at other similar institutions serving diverse student populations.