Exploring STEM Success Skills of Minority STEM Majors at a Hispanic-Serving Institution (Poster 9)

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Career and Technical Education SIG Poster Session

Abstract

The purpose of this study was to identify the STEM success skills that may influence undergraduate minority students’ persistence in science, technology, engineering, and mathematics (STEM) degree programs at a Hispanic serving institution (HSI) in Texas. HSIs are accredited institutions of higher education (two- and four-year) that have at least 25% of Hispanic students enrolled full-time in undergraduate programs (Laden, 2004). We explored differences that might exist between minority students and White or Asian students in the influence of the identified dimensions. We sought to address the following research question in this paper: What dimensions influence minority students’ decisions to persist in a STEM program?, and (2) What are the STEM success skills that contribute to their persistence?

Authors

• Shetay Ashford-Hanserd, Texas State University

• Kristy Daniel, Texas State University - San Marcos

• Dana M. García, Texas State University - San Marcos