Cindy Tan
Pronouns: she/her
Research Mentor(s): Angela Ebreo
Research Mentor School/College/Department: Diversity Research & Policy Program / Education
Program: UROP
Session: Session 1 (9:00am – 9:50am)
Authors:
Abstract
Underrepresentation of some racial minority groups continues in higher education with the different levels of accessibility. Studies (e.g., Barbuti, 2010; Woo, 2019) have shown that underrepresentation perpetuates systemic biases, limits the diversity of perspectives , and discourages future generations from pursuing postsecondary education. Initiatives like the National Science Foundation’s Louis Stokes Alliances for Minority Participation (LSAMP) support the STEM education pathway, providing direct support to undergraduate students through strategies such as mentoring, successful learning practices, and the use of technology. My study is part of the overall MI-LSAMP research program, which uses the Bowman (2011) Strengths-based Model to understand how multilevel (e.g., individual, program, and campus) strengths independently and in combination with program activities affect the educational and career success of students interested in STEM. As part of this research program I am examining the individual level strengths of students who identify as “differently abled†and those who face mental health concerns. It is essential to study the strengths of these students to inform interventions to promote equitable access to educational and career opportunities. It is also important to study URMs who deal with mental health concerns, since some studies (e.g., Kalkbrenner, 2023) suggest that STEM students are more susceptible to mental health issues compared to their non-STEM counterparts. My study uses interview data obtained from seven MI-LSAMP students from the 2020-2022 cohorts. A Ph.D. research used a semi-structured interview protocol containing various questions focusing on academic challenges in STEM, strategies for managing challenges, personal strengths, and social identity. In this paper, I present preliminary steps before analyzing the interview transcripts. After the transcripts were checked for accuracy, I memo’ed the transcripts to define the student outcomes and to identify factors outside of the Bowman Model that I believe are important to consider. This study presents a preliminary step to understanding how social identity can enhance the physical and emotional well-being of underrepresented students in STEM. I discuss findings in terms of the next research phase and their implications for educational practice or policy.
