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ERIC Number: EJ1401419
Record Type: Journal
Publication Date: 2023
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: EISSN-1532-771X
Finding Hispanic Serving Institutions (HSIs) for STEM Education Best Practices: When a Picture Is Worth a Thousand Words
López, Omar S.
Journal of Latinos and Education, v22 n5 p1830-1840 2023
The present study illustrates how select data can be organized to guide researchers to HSIs proficient at graduating Hispanics with STEM bachelor's degrees to investigate best practices that less proficient HSIs can adopt for program improvement. The Integrated Postsecondary Education Data System (IPEDS) from the National Center for Education Statistics (NCES) was the data source. The primary analytic consisted of the scatterplot, supplemented by Pearson correlation r and regression analysis. While the findings failed to support the Hispanic undergraduate Pell rate as an explanatory variable for Hispanic STEM degree production capacity as the response variable, in a new light, the findings were an ideal model for initiating best practices research. Guidelines on initiating a "thousand word" discourse on best practices among HSI stakeholders, common defining moments one should anticipate at site visits, as well as the limitations and assumptions of the approach are presented. Based on the data, if low performing HSIs met the minimum benchmark level identified, the model predicted an increase of 17,392 or 50.7% additional Hispanics with STEM degrees for the US academic, technical, and professional workforce.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Pell Grant Program
Grant or Contract Numbers: N/A