By Patrick Coulombe
A recent study published in the Journal of College Student Development looked at contextual
variables that were predictors of the fourth-year GPA of Hispanic students
enrolled in a STEM major. The authors found that, after controlling for
demographic variables such as gender and parents’ education, Hispanic students
who frequently received support and encouragement from faculty members reported
a higher GPA.
Not surprisingly, students who spent more time on studying and homework
also reported a higher GPA.
Interestingly, Hispanic students who were enrolled in
culturally-relevant activities (such as an ethnic studies course or an ethnic
student organization) reported lower GPAs. The authors propose that this may be
due to students having less time to invest towards their studies. However,
another explanation might be that Hispanic students who take part in
culturally-relevant activities do so specifically because they do not feel
comfortable or welcome into their academic program, and seek social support
among peers through these extra-curricular activities.
Overall, almost a quarter of the differences in GPA among
Hispanic STEM students that could be captured by the study were due to
differences not in demographic variables (like gender and parents’ education)
but in contextual variables. Therefore, it appears that the academic success of
Hispanic students evolving in a STEM major in college is affected by the
environment in which they study.
In a future study, instead of focusing on GPA, it would be
interesting to use these same variables to predict whether Hispanic students in
STEM majors go on to actually graduate with their STEM degree, or instead drop
out or switch to a non-STEM major before completing their degree.
The study is available here: http://www.otl.wayne.edu/pdf/wider/Cole_Espinoza_Latinostudentsinscience.pdf
Reference:
Cole, D., & Espinoza, A. (2010). Examining the academic
success of Latino students in Science, Technology, Engineering, and Mathematics
(STEM) majors. Journal of College Student
Development, 49, 285-300.
