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Approximately 6% of Latinxs participate in intercollegiate athletics [Lapchick, R. (2020). The 2019 racial and gender report card: College sport. The Institute for Diversity and Ethics in Sport. ht...

One’s culture has the capacity to nurture and empower. Thereby, college students rely on their cultural capital to persist and graduate. However, the current system of higher education favors one t...

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.

Hispanic-Serving Institutions (HSIs) enroll the majority of Latinx undergraduate students and constitute the second-largest institutional type in the National Collegiate Athletic Association (NCAA) Division I (D1). Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Under the guise of Latinx critical race theory, this qualitative study examined how HSIs operate both the federal designation and NCAA D1 membership in relation to athletic participation and completion outcomes for Latinx student-athletes. Document analysis was utilized to disaggregate data from various reports to identify the HSI-D1 institutions and their Latinx athletes’ participation, and graduation rates. These findings were then compared to the overall NCAA D1 averages. Among the findings, Latinx student-athletes graduated at higher rates than non-athletes from the HSI-D1s. However, as an aggregate, these institutions had below average graduation rates of Latinx students and student-athletes in comparison to the national rates across NCAA D1 membership. Furthermore, HSI-D1s provided limited athletic participation opportunities for Latinx athletes. The study concluded with the implications of findings and recommendations for future studies.

As the Latino population continues to grow in the United States, it is important for Latino youth, and specifically, Latino males, to obtain a college degree. As other demographic groups graduate f...

In the last 20 years, Latina undergraduate college students have increased their enrollment and degree attainment. However, in science, technology, engineering, and mathematics (STEM) disciplines L...

STEM disciplines remain highly White and male-dominated, particularly in regards to engineering. The climate, as a result, for women of color in engineering remains to be ‘bitter’ cold due to their...

Given the need to increase Black males’ participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions...

The current administration of the United States has brought to the forefront the hostile sociopolitical climate found within this diverse country as Americans continue to grapple with the intention...

Purpose Hispanic-serving institutions (HSIs), like other universities, are faced with challenges related to faculty diversity. The literature related to faculty at HSIs is scant and so this paper aims to address this gap by problematizing faculty diversity at these institutions. Design/methodology/approach By means of a document analysis, the authors have scoured the data on faculty demographics at these institutions and the findings of the study are threefold. Findings First, a lack of accessible and transparent data exists. Second, there is a lack of available demographic information and third, this creates a dismal narrative regarding faculty diversity at HSIs. Research limitations/implications Further critical research is warranted as a means to uncover data on faculty diversity at HSIs. Originality/value This study supports the need for a critical consciousness lens to problematize faculty diversity at HSIs.

PurposeIn an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students.Design/methodology/approachThe conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986).FindingsDeveloping an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully.Originality/valueThis analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.

While an abundance of literature addresses undergraduate students’ lack of success in engineering programs, fewer studies examine the persistence of minority females, especially of Latinas. This study employed a qualitative method of inquiry to gain insight into the reasons why Latina undergraduate engineering majors sought membership in student organizations. Data analysis emerged the following findings: (a) fulfilling academic and social needs, (b) seeking a sense of belonging, and (c) choosing not to coalesce on the basis of race. The categorization of the aforementioned broad themes provides greater insight into the reasons why Latinas sought membership in certain student organizations.