Summary
Hispanic-Serving Institutions (HSIs) play a vital role in diversifying the STEM workforce by serving a large portion of Latinx students in the U.S. Despite their importance, a systematic review by Ro et al. (2024) reveals significant gaps in understanding how HSIs advance STEM education. The review highlights that many studies focus on student outcomes without considering the unique context of HSIs, overlook Latinx cultural factors, and neglect specific student populations like Latino men and community college students. Challenges such as limited resources and cultural barriers further complicate efforts. Addressing these issues by contextualizing interventions, integrating Latinx culture, and providing targeted support can enhance the effectiveness of HSIs in promoting STEM education and achieving greater diversity in the field.
Introduction
Science, Technology, Engineering, and Mathematics (STEM) fields are pivotal in driving innovation and economic growth. However, these fields have historically lacked diversity, particularly in terms of racial and ethnic representation. Hispanic-Serving Institutions (HSIs) play a crucial role in addressing this disparity by serving over 60% of Latinx undergraduate students in the United States. Despite their significance, the effectiveness and unique challenges of HSIs in promoting STEM education are not fully understood. This blog post delves into the systematic review conducted by Ro et al. (2024), which sheds light on the role of HSIs in advancing STEM education for Latinx students.
The Significance of HSIs in STEM Education
HSIs are defined as colleges and universities with at least 25% Latinx undergraduate enrollment and 50% of these students qualifying for federal financial aid. With over 571 HSIs across the United States, these institutions are pivotal in diversifying the STEM workforce. They produce a substantial portion of Latinx STEM graduates, positioning them as key players in addressing the underrepresentation of Latinx professionals in STEM fields.
Systematic Review
Ro et al. (2024) conducted a comprehensive review of STEM education research within HSIs, analyzing studies published between 2011 and 2022. Their findings highlighted several critical points:
- Focus on Student Outcomes: Nearly two-thirds of the reviewed studies emphasized student outcomes but often overlooked the organizational context of HSIs. This gap raises questions about the broader impact and effectiveness of interventions aimed at improving STEM education at these institutions.
- Thematic Gaps: The review identified three major gaps in the literature:
- Overlooking the HSI Context: Many studies used HSIs as research sites without considering their unique context and characteristics.
- Neglecting Latinx Culture: Research often decentered Latinx students and their sociocultural backgrounds, failing to leverage their cultural assets.
- Disregarding People and Places: There was a notable under-examination of specific student populations, such as Latino men in STEM, and certain types of institutions, like Hispanic-serving community colleges.
Challenges and Opportunities
Despite the critical role of HSIs, they face significant challenges, including limited resources and funding. Many HSIs operate with minimal endowments and rely heavily on public funding, which can constrain their ability to implement and sustain effective STEM programs. Additionally, the cultural disconnect between Latinx students and the often white-dominant STEM fields poses another barrier. Latinx students frequently encounter unwelcoming environments that prioritize competition over collaboration, which can hinder their persistence and success.
Advancing STEM Servingness
The study by Ro et al. (2024) underscores the need for a more nuanced understanding of how HSIs can better serve Latinx students in STEM. Future research, policy, and practice should focus on:
- Contextualizing Interventions: Recognizing and addressing the unique organizational contexts and challenges of HSIs.
- Cultural Integration: Incorporating Latinx cultural values and practices into STEM education to create more inclusive and supportive environments.
- Targeted Support: Developing specific strategies to support underrepresented groups within the Latinx community, such as Latino men and students at community colleges.
Conclusion
HSIs hold tremendous potential to diversify and strengthen the STEM workforce. By addressing the gaps and challenges identified in the literature, these institutions can better fulfill their role in promoting STEM education for Latinx students. As we look to the future, it is imperative to support and invest in HSIs, recognizing their pivotal role in creating a more inclusive and diverse STEM landscape.
References
Ro, H. K., Aguilar-Smith, S., Anderson, S. Y., Rodriguez, T., Ramon, E. J., & Javier, D. (2024). Attending to STEM education in servingness at Hispanic-serving institutions: A systematic review of more than a decade of scholarship. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00489-0
