| This study examined social and institutional factors that keep Latino/Latina students from enrolling in and successfully completing science, technology, engineering, and mathematics (STEM) programs in higher education institutions. The study compared STEM education programs and outcomes for Latino students at Hispanic-serving institutions (HSIs) versus predominantly White institutions (PWIs). The term Hispanic-serving institution (HSI) emerged from the reauthorization in 1992 of the Higher Education Act (HEA) where Congress made funding available to colleges and universities that enrolled at least 25% of students from Hispanic backgrounds. All HSIs must be designated by the United States Department of Education to be eligible for funding. Most HSIs are also public institutions. A PWI is the term most often used to describe colleges and universities in which Whites account for 50% or greater of the student population. A STEM education online survey, followed by 10 in-depth interviews, was conducted with purposefully selected Hispanic male and female students from the four sampled institutions. The interviews recorded and examined the experiences of the participants with the STEM phenomenon and how cultural and institutional factors affected their participation and completion. Primary documents and historical records concerning the student's institutions were also investigated. The data were analyzed using a comparative cross-case analysis method, which produced detailed narratives, salient themes, and thick descriptions. Findings from this study will influence the development of strategies to increase the participation of Latinos in STEM fields. |
