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Hurtado Sylvia, Herrera Felisha. Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 2014;89-108
Hurtado, S. y. l. v. i. a., & Herrera, F. e. l. i. s. h. a. (2014). Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 89-108.
Hurtado, Sylvia, and Herrera, Felisha. "Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation." vol. (2014): 89-108.
Hurtado Sylvia, Herrera Felisha. Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation. 2014;89-108. UIID-AD: 4524.
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2014;89-108.

Community college pathways in the science, technology, engineering, and math (STEM) pipeline: National trends and implications for increasing representation.

Sylvia Hurtado, Felisha Herrera

UIID-AD: 4524

Abstract

This chapter builds upon a special report titled, Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education published by the U.S. Department of Education, National Center for Education Statistics (NCES), which highlighted the trends in STEM postsecondary education of the mid 1990s through 2001. Through an examination of the most recent, nationally representative data we underscore the importance of understanding the role of community colleges as STEM pathways for historically underrepresented racial minority students. Findings from this exploratory descriptive analysis will provide policy implications and recommendations for both two- and four-year institutions seeking to strengthen and diversify the STEM pipeline. We aim to provide a new perspective on the two-year college pathways in STEM for underrepresented groups through disaggregation of the most current, large-scale longitudinal community college student data. There is great potential for community colleges to provide rich opportunities for broadening participation among underrepresented groups by improving college access and promoting successful STEM outcomes. The data presented in this chapter, underlines the unique situations and profiles of URM community colleges in STEM that must be considered in developing programs and policy. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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