Latin@s in Science, Technology, Engineering, and Mathematics (STEM) at the Intersections. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Rincón, Blanca E.; Lane, Tonisha B.
• Is Part Of: Equity & excellence in education. Volume 50:Issue 2(2017)
• Page Start: 182
• Page End: 195
• Publication Date: 2017-04-03
• Subjects: Educational equalization -- United States -- Periodicals; Segregation in education -- United States -- Periodicals; 379.260973
• DOI: 10.1080/10665684.2017.1301838
• Languages: English
• ISSNs: 1066-5684

Abstract

ABSTRACT: As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latin@ students who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for educational equity also demand broadening participation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. Informed by student-level data from six large, public, doctoral-granting, research-intensive universities located in the Midwest and Mid-Atlantic regions, we examine differences in STEM degree attainment among Latin@s at the intersections of race/ethnicity, gender, and socioeconomic status. The results support the need to target STEM intervention efforts to Latin@s by gender.