Challenges and Strategies Challenges and Strategies Identified by Students of Color Identified by Students of Color

in STEM Classrooms in STEM Classrooms

Anna Wong LoweAnna Wong LoweB. Shanel NorwoodB. Shanel NorwoodSedelta OosahweeSedelta Oosahwee

Johanna RojasJohanna RojasWalter Lewis IIWalter Lewis II

University of OklahomaUniversity of Oklahomahttp://www.ou.edu/rise

22

Portraying Success Among Portraying Success Among Underrepresented Minority (URM) Underrepresented Minority (URM)

Engineering Majors Engineering Majors (NSF No. DUE-0431642)(NSF No. DUE-0431642)

Project evaluates achieved differential levels of success from URM populations, focusing on the questions:

1. What systemic factors contribute to the success of URM students in engineering at large, predominantly white universities?

2. What systemic factors contribute to differential success between URM populations?

STEP – Portraying Success Among URM Engineering Majors

2005-2008, Study of URM persistence to graduation at OU in CoE

1996 Cohort AFAM Hisp. Asian NatAm Wh/non-URM(4)

CSRDE (1) 37 42 61 35 57 / ?

OU grad. 6 yrs. (2) 37 47 62 37 54 / all 54.2

COE grad. Eng. 6 yrs. 27.4 33.3 23.1 11.5 ? / 32.2

COE grad. OU 6 yrs (3) 45.2 48.1 50.0 46.2 ? / 67.1

Graduation by Ethnicity, 1996 Cohort Members (Percent)

(1)All disciplines, from “Executive Summary 2000-2001 CSRDE (Consortium for Student Retention Data Exchange) Report: The Retention and Graduation Rates in 344 Colleges and Universities” from Center for Institutional Data Exchange and Analysis, OU

(2)From data in “Aiming High: Improving Achievement and Closing Gaps,” Katie Haycock, Director, The Educational Trust

(3)May include students continuing after 6 years; calculated by subtracting % not retained at OU from 100%.

(4)Non-URM includes white, Asian, non-resident aliens, and those choosing not to report ethnicity data.

44

Project MethodsProject Methods College of Engineering undergraduates at a predominately white

Midwestern University who self-identified as one or more of the following racial/ethnic categories:

African American Hispanic American Native American Asian American

These identified groups are considered “minorities.” All but Asian Americans are considered underrepresented in STEM programs.

Primary Method: 90 minute semi-structured intensive-interviews

Longitudinal study

166 students have participated in this study with 235 interviews completed to date

55

Presentation MethodsPresentation Methods 40 student-interviews (10 interviews from each ethnic group) were

sampled for this presentation Sample represents broad range of engineering majors 23 Males, 17 Females

Interview questions were semi-structured, probing the following categories:

Internal and external survival strategies* Early experiences pre-college and college Barriers and stressors Individual definitions of success Perception of engineering in general, the university, their

departments, and major(s)

66

Coding AnalysisCoding Analysis

Iterative-Inductive coding process using NVIVO 21. Teams assembled to analyze data of each

racial/ethnic group2. Defined struggles and strategies3. Defined nodes representing the struggle and

strategies4. Each team coded all struggles 5. Teams then coded strategies in relation to a struggle6. Definitions and coding changed as new and different

strategies/struggles emerged7. Combined struggles and strategies of all

ethnic/racial groups into one table to see variations among and between groups

77

Struggle DefinitionStruggle Definition

For our presentation, struggle is defined as:

Academic difficulties encountered in the STEM (science, technology, engineering, & mathematics) classroom environment.

88

ActivityActivity

Struggles AnalysisStruggles Analysis

36 struggles evident in transcripts Analyzed struggles most frequently

reported Identified struggles consistent to all groups Considered variations between and

among ethnic/racial groups

Struggles Consistent Struggles Consistent in All Ethnic/Racial Groupsin All Ethnic/Racial Groups

• Course Content and Structure• Grades and GPA• Isolation• Issues with Faculty

Course Content & StructureCourse Content & StructureDefinition:

Student referred to a class as having difficult content or student

referred to overall difficulty in grasping class material.

Hispanic American computer engineering male

“[T]he first class I had that problem in was between Java I and Java II, CS 1323 and data structures was the next class…And it just seemed like the lab work, the lab exercises were a lot more difficult. And I wrote that on the evaluation of the course, I managed to get a B in the class…I would go into the lab and I would just be like I wasn’t getting it…I don’t think my team never got the exercises.”

1111

Grades & GPAGrades & GPA

Definition:

Student referred to receiving low grades in a class that

may affect his/her ability to progress to the following

course.

African American industrial engineering male

“Okay, I think really just it was just this one summer…I told you I failed everything, and I think it was a final and I was supposed to get up, and I was like ‘I ain’t going’ and I just went back to sleep, because I knew I’d failed the course, and I had to make like a hundred and something on the final.”

1212

1313

IsolationIsolationDefinition:

When participant reported not having someone else in the department or classroom that appeared to be like him/her, and/or was not situated in a similar culture.

African American aerospace engineering male“Just feeling comfortable, just in some classes like I’m the only one in there, the only African American. I can’t really feel comfortable, so I just most of the times just sit there and take notes, and not talk to anyone. But if there are other African American or just minorities in there, and then I’ll feel a little bit better, so I’ll be more likely to speak and talk to other people and ask questions about the material. So it does influence my behavior in class.”

1414

Issues with FacultyIssues with Faculty

Definition:

When participant described difficult relationships with instructors such as stating professors are poor teachers, faculty purposely make classes too difficult, or disconnected faculty which discouraged students to approach faculty for help.

1515

Issues with Faculty ExampleIssues with Faculty Example

Hispanic American mechanical engineering female“It surprised me how difficult teachers like to make simple subjects. That really surprised me. I didn’t understand why they were so mean and so making things so difficult whenever there is no need. It seems like they are trying to weed us out. Like…they just want to get our money at the beginning and fail us at the end because they know that we have to retake it and spend even more money…I had to retake several classes because the teachers were horrible.”

1616

Struggle Variations Struggle Variations In Ethnic/Racial GroupsIn Ethnic/Racial Groups

• Overwhelmed• Teaching Methods• Internal Pressure• Lack of Preparation• Fear of Receiving Lower Grades• Desire Switch Majors • Large Classes• Gender Discrimination• Naive About System• Marginalization

1717

OverwhelmedOverwhelmedDefinition:

Participant felt extremely stressed or overloaded.

Native American mechanical engineering male

“I think, well OK, here’s one of the major shockers that basically I got into when I went into the College of Engineering and that is that when I was in high school, especially because I went to a small school, all class was just ridiculously easy. I realize now because I never studied for any of it…Things were real easy and then I come here and all of a sudden it’s like I really honestly felt like I must be one of the dumbest kids in here …everyone appears to know this pretty well whereas I feel like OK, I’m going to need to be reading until about 3 o’clock tonight you know, this is just so much stuff that I’m going to need to work at it.  So that was one of the big, big surprises was you’re not as smart as you think you are and you’re really going to have to try really, really hard so.”

Teaching MethodsTeaching MethodsDefinition:

Participant referred to pedagogical guidance from instructors in engineering classes including the style of learning required for the class.

African American chemical engineering female

“I guess a really big because I’m kind of having this problem now in one of my classes with just having professors who don’t really teach. (l) Yeah that’s really bad and with tests coming up; you’re just like you haven’t taught this or even when professors are like three chapters ahead of the homework and just like you know. I guess just like the teaching strategies are just kind of bad and it almost inspires me to be a professor myself so I can actually help the students.”

1919

Internal pressureInternal pressure

Definition:Participant has self-imposed expectations to excel; for instance, the person has set goals for him/herself and wants to achieve them even if there are no external pressures.

Asian American industrial engineering female“I get mad at myself for not studying on Thermo. Especially after the first test or something, I was like… I’m not going to do this, I’m going to learn it, I’m not going to wait till the test to study. And I tell myself that and I don’t and I get mad at myself. I get mad at myself; I don’t blame anything on any people. It’s really up to you; you let them influence you and things like that.”

2020

Lack of preparationLack of preparation

Definition:

Student referred to poor preparation for higher education based on their prior educational experiences.

Hispanic American industrial engineering male

“I actually started out a little bit behind in my math--a full year behind, actually. I started out in college algebra instead of calc. Because I hadn’t taken math in high school since my junior year so I had forgotten some stuff. And that’s why when I took that test I kind of got knocked down a whole year which I really regret not doing math my senior year.”

2121

Fear of Lower GradesFear of Lower GradesDefinition:

Participant may or may not have dissatisfactory grades but is afraid of receiving lower grades in the future.

Native American chemical engineering male“The first semester was fairly easy and I thought, ‘Oh, I am on a good road for a 4.0,’ until that first test happened. Then I was like ‘Oh man, that kind of, that put a damper on that 4.0,’ but then I said I was like fine…The biggest stress is you are concerned about losing your scholarships and stuff and you are carrying maybe 14 hours, but the thing is it’s like Chem I and Chem II and stuff. They are fairly like easy classes for someone who is a chemical engineer, but the thing is if you make a B or a C especially in a class like that when they are worth five credit hours, chemistry, it makes it at the beginning, it makes a huge difference in your GPA. It will hurt it fast.”

2222

Desire to Switch MajorsDesire to Switch Majors

Definition:

Participant desired to change majors or has thought about another major.

Asian American environmental science female

“Well I just don’t really care for engineering honestly; I mean I care more for the biological sciences. I think I like I’d be more interested in something like zoology so…Just because I could probably take more classes that I’m interested in and be more related to what I wanted to do in the future so.”

2323

Large ClassesLarge ClassesDefinition:

Student referred to the large number of students in their classes.

Hispanic American chemical engineering male“A lot of things of course caught me by surprise…The first thing that really affected me was just setting there with so many people. At first you feel kind of lost, but at the end you just really get used the setting and the multiple people in one place and events.”

2424

Gender DiscriminationGender Discrimination

Definition:

Student reported being set apart and/or treated differently primarily because of his/her gender or sex.

2525

Gender Discrimination ExampleGender Discrimination Example

Native American industrial engineering female

“I was the only girl in my group and my ideas were not taken seriously, a lot of my work was redone…When you do like group evaluations and I was at every group meeting, I did…all my work…so I told the teacher from [as the project progressed]…I was just like so I’d like to know what they scored me. Well, two of the guys basically gave me Fs on both of the projects that we did and said that… and basically lied. Said that I didn’t do anything; said that…they considered me as the typical sorority girl that wanted to you know write off everybody else and not do their portion, which just wasn’t true at all…[The men in the group] they would make comments to me about being stupid, about being…the typical like… they wondered if I dyed my hair, just like they would make those comments to me. So it wasn’t like they were hiding it from me that they, you know, felt that way about me. They were very blatant about it.”

2626

Naïve About SystemNaïve About SystemDefinition:

Participant does not know how the college system works, such as where to go for help, financial options, the grading system, or general college practices.

Asian American mechanical engineering maleP:And that is something you learn by being in the college of

engineering, not to freak out. Because otherwise you go crazy.

I: Not to freak out?

P:Oh, because like test averages on the college of engineering classes are really low…So it would be like in the fifties percentage and you get like a fifty and, you know. Like other majors you freak out, but we are just like yeah we’re used to it, so you learn not to freak out.

2727

Definition:

Student reported being unaccepted or feeling like s/he is set apart from the others for any reason.

African American industrial engineering female

“I’m not friends with any of these people…we just have classes together; we don’t party on the weekends together…things like that. It’s just like: ‘Okay, can I be in your group?’ ‘Okay. Alright.’ ‘Are you going to listen to what I have to say?’ You know. And that’s the other thing: ‘Are you actually going to listen to my opinions and actually think about them?’ So it’s awkward. It’s another challenge.”

MarginalizationMarginalization

2828

Activity SummaryActivity Summary

2929

Struggle Variations Struggle Variations In Ethnic/Racial GroupsIn Ethnic/Racial Groups

Ethnic/Racial GroupsStruggles Native A African A Hispanic A Asian A

Course Content & Structure 5 6 6 7Grades and GPA 3 4 4 2Isolation 2 4 3 4Faculty 6 2 7 8Overwhelmed 2 3 3 7Teaching Methods 1 4 2 7Internal Pressure 4 0 3 7Lack of Preparation 8 2 4 0Fear of Receiving Lower Grades 6 0 1 5Desire Switch Majors 3 0 0 7Large Classes 0 1 6 3Gender Discrimination 4 0 5 1Naive About System 1 1 1 6Motivation 1 1 2 4Marginalization 0 2 1 4

Number of participants

Strategy DefinitionStrategy Definition

For our presentation, strategy is defined as:

Action, attitudes or behavior to manage a problem, achieve a goal, and/or cope with internal and external dissonance.

Strategies AnalysisStrategies Analysis

31 strategies reported Strategies were coded with a reported struggle Identified common strategies utilized by all

ethnic/racial groups Participants reported using different strategies to

cope with the same struggle Participants referred to utilizing a variety of

strategies to cope with their struggles

ActivityActivity

Finding the Right PersonFinding the Right Person

Definition: Referred to students who are able to find an individual or group of individuals who support them through their academic struggles

Hispanic American mechanical engineering female“I established a pretty good support group of like two or three girls. We have all tried to just stick together, and now it’s down to the three of us. And we are all going to stick together and keep each other going and force each other to go to class and study and things like that. I guess that I am more stubborn than other people. Like I don’t want, I don’t want to let you know like a D or F tell me I’m going to change.”

AdaptAdaptDefinition:

Referred to learning how to successfully exist in a difficult environment. Positive and behavioral. Change in behavior of a person or group to new or modified surroundings. Also used when students took time to adapt to/in new situations.

African American industrial engineering female “Basically I just have to deal with it because there were no more groups for me to get in. So, I just basically kept driving my point, you know, probably don’t like me now but they’ll be fine…It’s basic… you know, giving my opinion. You just got to do it sometimes.”

CommitmentCommitment

DefinitionParticipant utilized internal force(s) or determination to remain in engineering.

African American industrial engineering male“And you know just being able to stick to it and know that a lot of people have left. A lot of people didn’t make it and you’re still here; you’re making it slowly but at least surely…It’s just being able to say I’m done and finished and go home afterwards.”

Work HarderWork HarderDefinition

Student referred to behavioral activities or attitudes to continue or succeed in the face of academic struggles. This was sometimes expressed as studying more, but others expressed a level of determination that kept them from quitting in difficult times. Some responded after interviewer asked how s/he would handle a difficult class.

Native American mechanical engineering male:“I guess that it would just have be I wanted it you know, I mean deep down, I mean no one can give you enough money, or anything to go through this much torture and you just have to want it. I mean some people are smart enough, they can they can get through it. I’m not, I’ll admit that I’m not one of those guys that can just open up a book and it comes to me. I really have to work at it, and I’ll work at stuff for, you know, six eight hours and I’ll still flunk the test and everybody else won’t. You just kind of (.) and hit it again, you know?”

Go to professor or TAGo to professor or TA

DefinitionStudent went to their professor and/or TA for help/support.

Native American petroleum engineering male:I: Why do you go to professor’s office hours?P: To get help, to turn stuff in, ask questions, all that good stuff.I: Do you think that you have more recognition with that professor because you go?P: Yeah, for sure, you know it shows that you’re willing to put out the effort and a lot of times, like I said, that’s all that you have. And if the professor thinks that you’re trying as hard as you can, they’re going to pass you.

Learning Study StrategiesLearning Study StrategiesDefinition

Participant learned how to study better for a particular class, taught himself/herself, and/or changed study habits.

Asian American mechanical engineering maleI: What made you feel you want to change your major?P:I didn’t like it, it wasn’t fun, and the professors weren’t very

nice…some people just can’t teach worth a crap, and…it’s just like they go up there, and their not motivated themselves. And just like “yeah here are some notes, look at it”, they’re lazy, they can’t teach and I don’t learn anything from them, so I have to teach myself in every class….I mean it’s ridiculous, they go up there and be like “here, here’s stuff, learn how to do it”. Like lab, it’s ridiculous we just go there, and they are just like “yeah here’s this machine” you’ve never seen in your entire life, “here’s a manual, go do it” ….I try to figure it out.

ResignationResignation

DefinitionParticipant referred to giving up, “letting it go,” or decided it was not worth the fight. Negative and attitudinal.

Asian American mechanical engineering maleI: Okay, since you lost your interest in this major, what are

you going to do to get your degree?P:Tough it out, what else can I do? I only got a few more

classes to go, not much I can do, just tough it out. It’s hard, but what am I going to do?...[So because of this and a family problem I know] I should care and worry about some stuff, but I just don’t you know. So that’s probably what it was, and…I don’t want to be an engineer.

AcceptanceAcceptance

DefinitionStudent referred to possessing a laid back attitude and were able to work in whatever situation or environment. Positive and attitudinal.

African American civil engineering male“It is real competitive. It is a whole bunch of people, the smartest people from their school, and they are all into one class. So you’re not just the only smartest person in your class. It’s real competitive. It can sometimes be like discouraging when you learn how smart these people are and they know so much more than you. But I mean you get used to it.”

Variation of Strategies Variation of Strategies Between GroupsBetween Groups

Playing the Game Retake Classes Setting Academic Goals

Playing the GamePlaying the Game

Definition:

A student understanding the college system such that s/he knew how to use the system to his/her advantage.

Playing the Game Cont.Playing the Game Cont.Native American chemical engineering male:

Like I know the weed out periods are the times when the classes are the hardest, even though you may know more material later on. The thing is the teacher’s test set-up and everything else changes to where they are not as much trying to weed you out now as much as they are actually trying to teach you stuff….more than likely whenever you get further in, you got professors who will pass the majority of the class. You may have 3-4 fail. As long as you know that you are not going to be at the bottom of that list, you are saved. The thing is trying to get to the top of that list, so at the end what I do for most of my classes, at the end try to make it to where the final isn’t a stress at all, where you can kind of study, half-study for it, just enough to get your grade, which is sad to say but it’s one of the things that happens especially if you have other classes that you need to make the grade. You just half study for the classes you know, as a bigger concern because you know that you will be able to bring back the stuff if you need to for your next year.

Retake ClassesRetake Classes

Definition:Student referred to retaking a class or plans on retaking a class in which s/he had difficulty.

Hispanic American computer engineer male“The most difficult thing I’ve had to face…a few semesters ago in the spring, I was taking Java II and taking some other classes and had to change my discrete math class to an audit, because I wasn’t fully convinced that I could pass all of my classes…But then I retook my discrete math last semester, and did okay. So I don’t know, I’m still thinking about that semester from time to time wondering.”

Setting Academic GoalsSetting Academic GoalsDefinition

Participant referred to placing specific academic expectations as a strategy for a struggle.

Asian American industrial engineering maleI: What would you tell them to watch out for?P:Just watch out for you know like studies. It’s not like high

school. You can’t just blow it off and you know, just go into a test and make an A.

I: What would you warn them about in engineering in general?P:You have to be kind of dedicated and do your homework.I: How do you find this dedication?P:Well, you know like you don’t want to screw up your GPA.I: So you are really focused on GPA, aren’t you?P:Yes, GPA so I can get a job and make a lot of money. That’s

how I am focused.

Summary StrategiesSummary StrategiesStrategies Totals

Finding the Right Person 22Adapt 21Commitment - Stickwithitness 21Work Harder 19Go to Professor or TA 18Learning Strategies Study Strategies 17Resignation 17Acceptance 15Number of participants

Ethnic/Racial GroupsStrategies Native A African A Hispanic A Asian A

Playing the Game 4 1 2 2Retake Class 1 0 5 0Setting Academic Goals 2 0 1 7Number of Participants

Activity SummaryActivity Summary

SummarySummary

Method Struggles Strategies Future Research

ConclusionConclusion

Ethnic/Racial groups encounter various struggles and develop distinctive strategies to succeed in STEM. We strongly encourage “multicultural” programs to address these varied approaches.

AcknowledgementsAcknowledgementsPrinciple Investigators:

Randa L. Shehab, Susan E. Walden, Jeanette Davidson; Teri Jo Murphy; Teri Reed Rhoads; Deborah A. Trytten, & Cindy E. Foor

Research assistants: William Stephen Anderson, Tiffany Davis-Blackwood, Bach Do, Van Ha, Quintin Hughes, Walter Lewis II, Ben Lopez, Ruth Moaning, Brittany Shanel Norwood, Sedelta Oosahwee, Tracy Revis, Lauren Rieken, Johanna Rojas, Jeff Trevillion, Anna Wong Lowe, Yi Zhao.

Local and National Advisory Board: Mary Anderson-Rowland, James Borgford-Parnell, David Bugg, Rosa Cintron, Francey Freeman, Tony Lee, Mayra Olivares, Paul Rocha, Kimberly Rutland, Lisa Schmidt, Larry Schuman, Elaine Seymour, and Karina Walters.

This material is based upon work supported by the National Science Foundation's Directorate of Undergraduate Education's STEM Talent Expansion Program Grant No. DUE-0431642.

Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Contact Us!Contact Us!Research Institute for STEM Education

(RISE)In the K20 Center for

Educational and Community RenewalThe University of Oklahoma

http://www.ou.edu/rise E-mail: Susan.E.Walden-1@ou.edu