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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2016015227
pages 1-21

NEW AMERICAN SCIENTISTS: FIRST GENERATION IMMIGRATION STATUS AND COLLEGE STEM ASPIRATIONS

Michelle Porche
School of Education, Boston University, Two Silber Way, Boston, Massachusetts 02215, USA
Jennifer M. Grossman
Wellesley Centers for Women, Wellesley College, 106 Central Street, Wellesley, Massachusetts 02481, USA
Kristel C. Dupaya
Wellesley Centers for Women, Wellesley College, 106 Central Street, Wellesley, Massachusetts 02481, USA

SINOPSIS

Although 15% of engineering and technology positions are filled by foreign workers on temporary visas, little attention is given to first generation immigrant students in the U.S. who are poised to fill this gap in the science, technology, engineering, and math (STEM) pipeline. This mixed-method study of 1073 high school freshmen and sophomores in an urban district investigated the association between immigrant status and predictors of persistence in STEM. Immigrant students reported higher science and math self-concept, and higher engagement and grades in STEM subjects. Immigrant status was associated with increased odds of aspirations for college study in STEM as mediated by math self-concept. Interviews revealed family patterns of instrumental and emotional support for academic skills and interests in STEM.


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