2025 ASEE Annual Conference & Exposition

This study investigates the complex interplay of individual, institutional, and systemic factors affecting the experiences of Latinx STEM students, specifically focusing on first-generation college students and those who are Pell-eligible. We employed quantitative methodologies, including multiple regression models to explore three key outcomes: sense of belonging, STEM pathway engagement, and gender dynamics within the context of a Hispanic Serving Institution that is also a community college. The significance of these factors is underscored by the increasing urgency to create equitable STEM education pathways for underrepresented groups.

The college has an approximate total enrollment of 20,000 students with about 80% identifying as Latinx. The majority of students (around 75%) attend college part-time, about 90% of students receive financial aid, and over half of them qualify for a Pell Grant. For this analysis, data was gathered from 448 STEM students in the form of a survey, and then merged with institutional-level data to form a more complete profile of the students.

Sense of belonging was measured through students’ perceptions of community and support within their academic environments. The STEM pathway outcome assessed students’ ability to navigate to and through their academic curriculum as well as the major. Gender dynamics were analyzed by assessing the impact of gender on students’ experiences and their perceptions of inclusivity within STEM disciplines.

The study emphasizes the importance of a holistic approach in understanding the academic journey that Latinx STEM students traverse. By addressing the interconnections between individual sense of belonging, institutional pathways, and systemic gender dynamics, we highlight the need for developing more inclusive STEM programs that support the diverse needs of underrepresented student populations. The findings not only contribute to the literature on equity in STEM education but also provide actionable insights for policymakers and educators aiming to foster a more inclusive environment for all students. Ultimately, this research aims to empower institutions to implement strategies that enhance the experiences of Latinx, first-generation, and Pell-eligible students thereby contributing to more diverse and innovative STEM fields.