The Experiential Learning STEM Opportunity for Latinos (ELSOL) program provided culturally relevant teaching in math classes, and expertial learning and mentoring through an interdisciplinary science course. The goal was to improve student STEM identities, and to ensure retention and transfer to a 4-year degree program in STEM.

Broader Impacts

This project established best practices to support the success of STEM students at a community college on the US southwest border. It aimed to enhance students’ progression and success in obtaining a STEM degree at a 4-year institution. The program applied an intersectional lens to identify gaps in educational supports that impact outcomes for low-income students pursuing an Associate of Science degree at a Hispanic-Serving Institution (HSI). The program used two key interventions: applying equitable strategies in math classrooms and providing opportunities for undergraduate research and mentoring. The project team collaborated with community college  and early college advisors to identify students pursuing an Associate of Science degree.

The first strategy focused on promoting mathematical and scientific identities to support retention in STEM. It involved math faculty participating in professional development through the National Alliance for Partnerships in Equity (NAPE) Micromessaging Academy. Ten faculty members learned foundational equity concepts, including cultural stereotypes, implicit bias, micromessaging, neuroscience, and social learning theories. Paired faculty conducted action research projects, resulting in changes to teaching practices aimed at improving student self-efficacy, growth mindset, and student-centered approaches. Two “Showcase” events allowed faculty to share their implementations and data on improving practices.

The second Strategy engaged students through experiential learning. They participated in hands-on research and mentorship via two interdisciplinary Science, Mathematics, Engineering, and Technology (SMET) courses. Using NASA’s Radio Jove radio telescope, students collected and analyzed planetary data, focusing on astrobiology and data science. This allowed students to work with real-world radio frequency data, measure planetary composition, and analyze galactic emissions. Students presented their findings at research events and co-authored published research. They also participated in mentoring activities, including a field trip to Spaceport America, which enriched their academic experience and exposure to STEM careers.

The program strengthened the collaboration with an early college high school serving economically disadvantaged students to increase STEM opportunities. It sought to deepen students’ science knowledge, skills, and understanding of STEM careers before transferring to a 4-year institution. Over two years, 41 students participated in the program across three cohorts, achieving 85% of the original goals. By the end of the project, 87% of students had transferred to and declared a STEM major at a 4-year institution. Faculty development, undergraduate research, and partnerships with institutional leadership and stakeholders will ensure the sustainability of the project’s efforts.

Intellectual Merit

The ELSOL project generated data that enhances knowledge on improving STEM education, especially for economically disadvantaged Hispanic students in rural areas. The equity-focused pedagogy included faculty training in well-established best practices, such as growth mindset and self-efficacy strategies, based on the National Alliance for Partnerships in Equity Micromessaging Academy. The experiential learning component involved original research with students using NASA’s Radio Jove platform. The project’s implementation plans for the two primary activities enabled the assessment of their impact on projected outcomes. Research questions included: 1) What features of the ELSOL program support student STEM identities? 2) Does ELSOL strengthen student mathematical and science identities and retention in STEM career pathways?

To answer these questions, convergent mixed methods research was conducted, including post-intervention surveys, pre- and post-intervention tests, and qualitative research such as focus groups and interviews with students. The surveys, as novel instruments, assessed students' science and math identity landscape, identifying broad aspects of their experiences to understand the factors impacting their identities. The case study approach allowed us to examine the qualitative aspects of the cohort experience that promote STEM identity.

The survey also revealed gaps in the social aspects of educational pathways, posing significant risks to student development. Teachers, families, and peers struggled to provide support, either through encouragement or by engaging with students' interests. Additionally, a diminished sense of the importance of cultural values in sustaining success could lead to a misalignment between career aspirations and students' social groups. Statistical tests showed a strong association between gender and several aspects of STEM identity, indicating that gender significantly shapes students' beliefs and attitudes toward mathematics. Despite these gaps, students demonstrated clear career aspirations, self-efficacy, work ethic, and curiosity about their worlds. Results showed significant growth in STEM identification, particularly in cultural relevance, collaboration, and career clarity.

These results contribute to the literature on STEM identity by introducing broader aspects of identity into the concept of STEM identity including important considerations in a predominantly Hispanic student population. Collaboration with an early college high school provided valuable insights into how partnerships can can bolster 4-year credential attainment. Preliminary results have been presented at local, state, and national conferences and submitted for publication.

Last Modified: 01/03/2025
Modified by: German A Moreno