Unlocking STEM Potential at Hispanic-Serving Institutions
Hispanic-Serving Institutions (HSIs) play a pivotal role in diversifying and strengthening the STEM workforce in the United States. Enrolling over 60% of all Latinx undergraduate students, these institutions are uniquely positioned to create pathways for Latinx and other underrepresented students to access and succeed in STEM fields.
However, despite their significance, research has revealed significant gaps in understanding how HSIs can most effectively support STEM education and promote equitable outcomes for students. A recent systematic review by Ro et al. (2024) highlights that much of the existing STEM education research at HSIs has focused narrowly on student outcomes, without adequately considering the unique context and needs of these institutions.
This article delves into the findings of Ro et al.’s work, exploring the critical challenges and opportunities for advancing STEM servingness at HSIs. By understanding the landscape of STEM education at these institutions, we can uncover valuable insights to enhance the recruitment, retention, and success of Latinx and other underrepresented students in STEM.
The Vital Role of HSIs in STEM Education
Hispanic-Serving Institutions are defined as colleges and universities where at least 25% of the undergraduate population identifies as Latinx and at least 50% of students qualify for federal financial aid. With over 570 HSIs across the United States, these institutions play a pivotal role in providing access to higher education and supporting the academic success of Latinx students.
In the realm of STEM education, HSIs’ impact is particularly noteworthy. These institutions are responsible for producing 40% of Latinx STEM graduates and enrolling over 60% of all Latinx undergraduate students in the country (Núñez et al., 2015; Excelencia in Education, 2023a). This underscores the critical position HSIs occupy in diversifying the STEM workforce and addressing the persistent underrepresentation of Latinx professionals in these fields.
Challenges and Opportunities at HSIs
Despite the vital role of HSIs in STEM education, the systematic review by Ro et al. (2024) reveals several key challenges and opportunities that these institutions face:
Resource Constraints
Many HSIs operate with minimal endowments and limited access to additional revenue streams, posing significant resource constraints. This financial landscape can hinder their ability to implement and sustain effective STEM programs and provide the necessary infrastructure to support student success.
Cultural Disconnect
Latinx students at HSIs often encounter unwelcoming STEM environments that prioritize competition over collaboration, which can be at odds with their cultural values of community and interdependence. This cultural disconnect can be a barrier to Latinx students’ persistence and success in STEM fields.
Lack of Representation
The limited racial and ethnic diversity among STEM faculty at HSIs can exacerbate the cultural incongruence experienced by Latinx students. The absence of role models who share their identities can make it difficult for these students to envision themselves as scientists, engineers, or mathematicians.
Underexplored Organizational Factors
Ro et al. (2024) found that much of the existing STEM education research at HSIs has focused on student outcomes, while overlooking the institutions’ internal organizational factors, such as leadership, decision-making, and faculty development. Understanding these elements is crucial for designing effective interventions and driving sustainable change.
Ghosting of Context, Culture, and Populations
The review also revealed that STEM education research at HSIs often fails to adequately consider the unique context and culture of these institutions, as well as the diverse experiences and needs of specific student populations, such as Latina women and Latino men. This oversight limits the ability to develop tailored, impactful strategies for supporting Latinx and other underrepresented students in STEM.
Advancing STEM Servingness at HSIs
To address these challenges and capitalize on the opportunities presented by HSIs, Ro et al. (2024) suggest several key areas for future research, policy, and practice:
Contextualizing Interventions
Researchers and practitioners must prioritize understanding the unique context of HSIs, including their resource constraints, organizational structures, and cultural dynamics. By grounding STEM education initiatives within this nuanced understanding, they can develop more effective and sustainable interventions.
Integrating Latinx Culture
Incorporating Latinx cultural values, such as confianza (trust), respeto (respect), and familismo (familism), into STEM curricula, pedagogy, and co-curricular programs can help create more welcoming and validating environments for Latinx students.
Targeting Underserved Populations
Deeper exploration of the experiences and needs of specific student populations, such as Latina women and Latino men, can inform the design of tailored support systems and opportunities to foster their success in STEM.
Strengthening Organizational Capacity
Investing in the development of STEM leaders at the departmental, divisional, and institutional levels can help drive sustainable change and foster a more inclusive STEM ecosystem at HSIs.
Expanding Research Infrastructure
Enhancing the research capacity of HSIs, including at primarily undergraduate institutions and community colleges, can generate valuable insights to guide the transformation of STEM education and broaden participation in these fields.
Conclusion: Unlocking the STEM Potential at HSIs
Hispanic-Serving Institutions are poised to play a pivotal role in diversifying and strengthening the STEM workforce in the United States. By addressing the challenges and capitalizing on the opportunities highlighted in the systematic review, these institutions can unlock the full potential of Latinx and other underrepresented students in STEM.
Through targeted investments, policy support, and a commitment to contextualizing STEM education initiatives, HSIs can create more inclusive, equitable, and student-centered learning environments that empower Latinx students to thrive in STEM fields. By driving this transformation, HSIs can make significant strides in addressing the persistent underrepresentation of Latinx professionals in STEM and pave the way for a more diverse and capable STEM workforce.
To learn more about the Stanley Park High School’s efforts to support STEM education and student success, visit our website or connect with our counseling team.
