Engaging Community College Students in Biophysics Research

Background and purposeXavier University of Louisiana is a historically Black and Catholic university that is nationally recognized for its science, technology, engineering and mathematics (STEM) curricula. Approximately 73% of Xavier’s students are African American, and about 77% major in the biomedical sciences. Xavier is a national leader in the number of STEM majors who go on to receive M.D. degrees and Ph.D. degrees in science and engineering. Despite Xavier’s advances in this area, African Americans still earn about 7.5% of the Bachelor’s degrees, less than 8% of the Master’s degrees, and less than 5% of the doctoral degrees conferred in STEM disciplines in the United States. Additionally, although many well-prepared, highly-motivated students are attracted by Xavier’s reputation in the sciences, many of these students, though bright and capable, come from underperforming public school systems and receive substandard preparation in STEM disciplines. The purpose of this article is to describe how Xavier works to overcome unequal education backgrounds and socioeconomic challenges to develop student talent through expanding biomedical training opportunities and build on an established reputation in science education.Program and key highlightsThe National Institutes of Health (NIH)/National Institute of General Medical Sciences (NIGMS)-funded BUILD (Building Infrastructure Leading to Diversity) Program at Xavier University of Louisiana, Project Pathways, is a highly-innovative program designed to broaden the career interests of students early on, and to engage them in activities that entice them to continue their education towards biomedical research careers. Project strategies involve a transformation of Xavier’s academic and non-academic programs through the redesign, supplementation and integration of academic advising, tutoring, career services, personal counseling, undergraduate research training, faculty research mentoring, and development of new biomedical and research skills courses. The Program also focuses on mentor training and providing faculty members with opportunities to improve their teaching skills as well as their research competitiveness. In addition to the wide range of activities supported by BUILD within the institution, Xavier University is partnering with a number of major research universities across the nation to achieve Project Pathways’ goals.ImplicationsThe strategies developed by Project Pathways are designed to address the challenges and barriers Xavier students face as they work towards graduate studies and entering the biomedical workforce. Xavier University of Louisiana has a long history of providing high quality, rigorous education to African American students in a very supportive environment with highly dedicated faculty and staff. The program highlighted here could be used by other institutions as a model program for assisting students in STEM and other biomedical fields of study to successfully matriculate through college and graduate school and develop their research careers.

This article presents findings from a national survey of 1034 Muslim Australians, examining the relationship between educational qualifications and Islamist-jihadist interpretations of Islam. A minority of respondents identified with indicators of Islamism, while a smaller sub-group identified with those associated with jihadism. Respondents educated in STEM (science, technology, engineering and mathematics) fields were more likely than their HSS (humanities and social science) counterparts to accept ideas associated with Islamism and to a much lesser extent jihadism. Ideas associated with jihadism were more likely among respondents without a tertiary qualification than among those educated in either HSS or STEM fields.

This interdisciplinary investigation delves into the multifaceted analysis of barriers within the realms of socioeconomic, cultural, institutional, and mental health aspects to attain a deeper comprehension of the persisting underrepresentation of women within STEM (Science, Technology, Engineering, and Mathematics) professions. Despite regulatory efforts aimed at fostering gender equality, women remain a minority in STEM domains, constituting a mere 34% of the workforce. This disparity is glaring, with women comprising only 21% of engineering majors and 19% of computer science majors, thereby illustrating the pervasive underrepresentation across the academic spectrum. Additionally, gender pay disparities persist, accentuated by biased recruitment and advancement practices that culminate in considerably lower earnings for women in comparison to their male counterparts. Young girls and women face discouragement in pursuing STEM vocations owing to entrenched stereotypes, a dearth of female role models, and an inhospitable institutional milieu. Prevailing societal biases continue to perpetuate the notion that STEM is predominantly male- dominated, portraying scientists and STEM professionals primarily as men. The absence of female role models, particularly for Black women, compounds this challenge. Furthermore, institutional impediments within academic and research settings perpetuate gender insensitivity, mandating conformity to traditional gender norms and impeding the progression of women in their professional trajectories. Additionally, the rigorous demands of STEM education exacerbate mental health issues, notably amongst graduate women hailing from various socioeconomic strata. These issues manifest as heightened stress levels, anxiety, depressive disorders, and even suicidal ideation, dissuading young girls from embarking on STEM careers. To redress these obstacles and propel gender equality within STEM, recommendations encompass the implementation of affirmative action and equal pay policies, robust advocacy for inclusivity and diversity in STEM education and workplaces, establishment of mentorship initiatives, and proactive efforts to debunk prevalent stereotypes. Essential too is the destigmatization and establishment of comprehensive mental health support initiatives tailored to the unique needs of underrepresented groups within STEM. This study underscores the urgent call for collaborative action by governments, institutions, and stakeholders to cultivate a more hospitable and equitable STEM environment for women. It accentuates the paramount importance of comprehending and addressing the intricate interplay of factors inhibiting gender parity within STEM professions. To conduct a meticulous exploration of the intricate nexus between societal, cultural, institutional, and mental health elements contributing to gender disparities in STEM, the research methodology involved a triangulation of data from scholarly journals, surveys, and academic papers within the STEM domain

During the 1990s and the preceding years, various campaigns were launched across several Southern African countries to encourage girls to enroll in school and remain in the education system through to the tertiary level. These efforts followed studies that revealed significant gender inequealities in education, particularly in countries where girls failed to complete school due to factors such as gender discrimination within households—where boys’ education was prioritized—lack of financial resources, early pregnancies, and high dropout rates for various other reasons. In response, several governments and non-governmental organizations (NGOs) implemented programs aimed at increasing girls’ participation and retention in school through to the tertiary level. These initiatives have, in some countries, yielded positive outcomes, evidenced by increased enrollment of female learners at the primary, secondary, and tertiary levels. This article focuses on the status of female students in tertiary institutions within selected Southern African universities. It argues that there has been a notable increase in the number of female students in higher education, with some institutions achieving and even surpassing gender parity. In certain universities, this has resulted in a reversal of traditional gender imbalances, where male students now constitute the minority. However, despite these advances, many universities continue to experience gender disparities in STEM (Science, Technology, Engineering, and Mathematics) disciplines, where female students remain underrepresented. Similarly, female lecturers continue to form a minority within academic staff. Although the general trend across Southern Africa shows an increase in female student enrollment, this has not translated into a proportional increase in the number of female academics. Moreover, there appear to be no deliberate programs aimed at addressing the underrepresentation of male students in institutions where they are now the minority—both in terms of enrollment and graduation rates. Likewise, there is a lack of targeted initiatives to increase the number and visibility of women in academic and management positions within universities, despite their possessing qualifications comparable to those of their male counterparts. The article contends that the rise in female student enrollment in Southern African universities has introduced new forms of gender inequality, particularly with male students now forming a minority in some institutions, while female underrepresentation in STEM disciplines persists. It is anticipated that the continued increase in female enrollment may, over time, help address disparities in STEM fields. However, if left unaddressed, the declining representation of male students could reach problematic levels, potentially leading to a shortage of male professionals in key sectors. Finally, the gender disparities among students are more pronounced in public universities in Zambia than in private institutions.

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

A disconnect may exist between the taught curriculum in middle school and the real-world applications of Science Technology Engineering and Mathematics (STEM) concepts, leaving students underprepared to envision themselves in future STEM roles. This two-cycle action research study investigated the connection between middle school STEM taught curriculum and student awareness of career opportunities within STEM fields within the Northeast of the United States. Cycle 1 participants included middle school STEM teachers who were interviewed about the middle school curricular expectations and opportunities to introduce STEM careers. Following two levels of in vivo coding, the themes identified in Cycle 1 were: STEM future roles may be hard to predict; teachers need materials that they can integrate into their programmatic curriculum; and middle schoolers need to be able to comprehend information about their STEM career options. This data informed the collaborative development of an action step: the creation of career-focused videos designed to connect curriculum and workforce realities for middle school teachers. Teachers were again the participants and stakeholders in the second cycle of research, while STEM professionals served as collaborators. A triangulated approach to evaluation incorporated data from teacher focus groups, student feedback, and YouTube commentary analysis to assess the action step's effectiveness. This study found that 1. Teachers close the circuit; they are crucial curricular informants and gatekeepers, 2. Student engagement depends on the availability of materials that are both relatable and tailored to their level of understanding, and 3. Connecting professionals to students requires innovative, multimodal, and classroom-ready materials to provide a meaningful entry point for professionals and bridge the gap between theory and real-world practice. Recommendations from this study suggest curriculum enhancements that may foster stronger connections between STEM learning and the vast array of career possibilities, specifically in connecting teachers and STEM professionals.--Author's abstract

Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education in Malaysian context. Furthermore, the paper has also highlighted the factors which have been identified by these studies as well as those personal and external factors which have not been studied extensively in Malaysian context. This paper can give readers a novel insight about factors influencing women’s participation in STEM education in Malaysian context

Purpose This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses. Design/methodology/approach The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire. Findings Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning. Practical implications Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce. Originality/value The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

This paper describes preliminary results in the development and implementation of a new inquiry- and standards-based optics unit for a grade 3/4 composite class at an elementary school in Hobart, the capital city of the state of Tasmania, Australia. This new unit is being developed in close cooperation between an experienced elementary classroom teacher and an engineering lecturer who is actively involved in a number of K-12 collaborative partnerships that seek to excite students about their learning experiences in the STEM (Science, Technology, Engineering, and Mathematics) fields. As part of the 2010 delivery of the new optics unit, the research team has explored elementary students' perceptions of science, scientists and technology by using the Draw-a-Scientist-Test (DAST). Later this year, the Draw-an-Engineer-Test (DAET) will also be administered. The conference presentation will include the results of applying the DAST before and after the delivery of the new optics unit. It will also describe the hands-on activities and teaching resources developed through this partnership, and provide a reflective account on how such a partnership provided students with rewarding learning experiences in modern Optics and Photonics Engineering. The work to be presented at the conference will not only appeal to those with an interest in how some key central ideas in Optics/Photonics Engineering can be introduced at mid-elementary level but to anyone who is interested in productively engaging with schools and teachers with a focus on the STEM fields.

Broadening participation within the STEM (science, technology, engineering, and mathematics) fields remains a challenge for many institutions of higher learning. Although more underrepresented minorities (URMs) are earning degrees in the STEM fields, the overall statistics still indicate low participation within the URM population. In this paper, we describe our efforts to attract URMs to the chemical sciences using culturally relevant concepts from hip hop. We are using hip hop as a “vehicle” to discuss chemistry concepts such as hydrogen-bonding, periodic table trends, and minority contributions to the chemical sciences. To date, we have targeted 130 URM high school students attending Collinwood High School (Cleveland, Ohio) and student participants in the Samuel DuBois Cook Summer Academy housed within the Office of Minority Affairs at The Ohio State University (Columbus, Ohio).


 
 
 The 21st Century ushered in a new era of globalization with accelerated rate of technological developments demanding a work force highly trained in STEM (Science, Technology, Engineering and Mathematics) fields. The current US administration has recognized this challenge by making education a priority and focusing particularly on the restoration of America’s leadership in Higher Education with special emphasis on the role played by Community Colleges. We have been charged with preparing a well-trained student population in the STEM fields to meet these challenges and stay competitive in the global markets. Consequently, innovative educational programs must begin at an early stage of students’ education with the theoretical and practical applications needed to become front-runners in this competitive world. There is an imperative to introduce students to a research environment where students can experience career relevance motivating them to continue pursuing these fields. By conducting research through internships with faculty members, students will be empowered to develop skills and will be motivated to succeed within STEM areas. Therefore, the Summer Internship Initiative will narrow the gap between theory and application by making the theory relevant to existing research projects and making the learning process exciting and interactive for students, thus increasing retention in the STEM areas. Hostos Community College of CUNY has partnered with senior colleges in CUNY and the Goddard Institute of Space Studies (“GISS”) in New York City to expand the educational horizon of our students, enabling them to compete and win in global markets. The latter is possible through collaborative research initiatives that develop and improve critical thinking and creativity skills, hands-on, team oriented, and interdisciplinary learning via collaborative research projects.
 
 

Background Engineering in K-12 STEM (Science, Technology, Engineering and Mathematics) education is increasingly emphasised for its role in providing authentic contexts and enhancing student engagement and interest in STEM fields. Purpose This paper presents a systematic literature review of empirical research on engineering experiences within K-12 STEM education, aiming to assess the characteristics of these studies and the focus of engineering practices. Sample The review analysed 38 peer-reviewed journal articles from the Web of Science database. These articles, published between 2013 and 2023, met the following inclusion criteria: journal articles, empirical studies of STEM projects and K-12 education with a focus on engineering. Design and methods A systematic search and review process following the PRISMA method was employed to identify studies documenting engineering experiences in K-12 education. The selection criteria aimed to capture a wide range of engineering practices and their impact on STEM education at the K-12 level. Results Findings reveal an emphasis on design-based tasks and challenges central to engineering practices in K-12 STEM education. These include a focus on problem-solving skills and tasks and engineering design processes. Engineering tool use considered epistemic to the disciplines varied, with prototyping and model building identified as the most frequently utilised. The study offers a comprehensive perspective on engineering practices in K-12 STEM education, highlighting the importance of such practices in enhancing the quality of STEM education. Conclusion By providing insights into engineering practices, this review supports educators and researchers in improving the representation of engineering within K-12 STEM curricula, aiming to ensure a sound foundation for future STEM learners.

The underrepresentation of Black women in STEM (science, technology, engineering, and mathematics) is a significant concern in the United States. Researchers assert that racist stereotyping combined with the lack of access, cultural responsiveness, and intersectional representations within STEM education are key factors that limit Black girls’ capacity to dream of, or aspire toward, STEM futures. To disrupt the notion that STEM is white male property, this study foregrounded the digital multimodal compositions that two Black adolescent girls composed as dreamers of STEAM career futures – professions that fuse the arts with STEM fields. Themes derived from Afrofuturist feminist readings of the digital multimodal compositions demonstrated how girls moved beyond revising STEM trajectories that privilege middle-aged white men to redefining the ways Black girls’ intersectional identities and their professional work are envisioned more expansively as STEAM futures. Findings are significant for understanding how Black girls creatively leveraged images and words to critique U.S. sociohistorical and STEM professional contexts in their digital multimodal compositions, and author new dreams for their scientific and personal futures, providing implications for supporting adolescent Black girls’ STEAM career aspirations and dreams.

Decisions related to career choice are influenced by person’s interactions with his or her environment. The purpose of this study was to examine the characteristics of a STEM (Science-Technology, Engineering, and Mathematics) career choice. The study included two stages in which two different questionnaires were used. The purpose of the first questionnaire, which was replied by 1162 people, was to examine their attitudes towards STEM, and their sense of employment capability in this field. The data were analyzed according to three age groups: 12th graders, young adults aged 21–35, and adults over the age of 35. The second stage focused on three sub-groups: young high school graduates with a high affinity to STEM studies, whom have not yet chosen career; adults who have chosen career as researchers in the STEM field; and adults who have chosen career as researchers in the social sciences and humanities. The second questionnaire examined environmental characteristics and attitudes towards the factors potentially influencing a career choice in STEM. The results indicate that the attitudes towards STEM and the sense of employment capability in this field become significantly more positive with age. The number of family members who have a STEM career was not found to be a significant factor influencing a career choice; however, a significant correlation was found between high school major and the career chosen by graduates. The research findings point to important trends that shed light on the process of choosing a career in STEM and concludes that young people’s interest in science during school is a key variable to sparking interest in science careers.

Motivation and support for academic achievement within STEM (science, technology, engineering, and mathematics) education is essential as the related fields expand to include more and more jobs. This chapter aims to provide a new theoretical framework for STEM education focused on UDL, student motivation, and culturally relevant literacy practices as a way to increase diversity in STEM fields that expands to include people of color, people with disabilities, and members of the 2SLGBTQ+ community. Authors explain a new theoretical framework that will enhance STEM motivation and support academic achievement through the use of culturally responsive literacy practices and provide examples of how to engage students using the new theoretical framework in the classroom.