TY - GEN
T1 - Expanding Pathways for Hispanic Students to Enter and Succeed in Computing Graduate Studies
AU - Rivera, Jessica
AU - Gates, Ann Q.
AU - Villa, Elsa
AU - Morreale, Patricia
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Involving diverse individuals who bring different perspectives, experiences, and disciplinary knowledge in solving problems is critical in our nation's ability to innovate and compete in a global economy. Unfortunately, the trends in the number of graduates with advanced degrees, in particular ethnically and racially diverse citizens and permanent residents, are insufficient to meet current and future national needs. This is exacerbated in computing, which is one of the least diverse fields. Despite the growth in numbers of Hispanics nationally and their representation in undergraduate studies, the number of Hispanic citizens and permanent residents who enter and complete graduate computing studies is disturbingly low. Studies report that Hispanic graduate students across all fields of study feel isolated and alienated, face lack of support, experience low expectations from faculty, and a negative racial/ethnic climate. Students often encounter a STEM culture centered on competition and selectivity, and this must be addressed to increase pathways to the doctorate to support our nation's economic and national security goals. This paper describes a collective effort of institutions with high enrollments of Hispanic students that have built partnerships among non-doctoral-granting and doctoral-granting institutions to increase representation of Hispanics in graduate studies. Led by NSF's Eddie Bernice Johnson Computing Alliance of Hispanic-Serving Institutions (CAHSI), the collective employs evidence-based practices grounded in the Hispanic-servingness literature to address the root causes.
AB - Involving diverse individuals who bring different perspectives, experiences, and disciplinary knowledge in solving problems is critical in our nation's ability to innovate and compete in a global economy. Unfortunately, the trends in the number of graduates with advanced degrees, in particular ethnically and racially diverse citizens and permanent residents, are insufficient to meet current and future national needs. This is exacerbated in computing, which is one of the least diverse fields. Despite the growth in numbers of Hispanics nationally and their representation in undergraduate studies, the number of Hispanic citizens and permanent residents who enter and complete graduate computing studies is disturbingly low. Studies report that Hispanic graduate students across all fields of study feel isolated and alienated, face lack of support, experience low expectations from faculty, and a negative racial/ethnic climate. Students often encounter a STEM culture centered on competition and selectivity, and this must be addressed to increase pathways to the doctorate to support our nation's economic and national security goals. This paper describes a collective effort of institutions with high enrollments of Hispanic students that have built partnerships among non-doctoral-granting and doctoral-granting institutions to increase representation of Hispanics in graduate studies. Led by NSF's Eddie Bernice Johnson Computing Alliance of Hispanic-Serving Institutions (CAHSI), the collective employs evidence-based practices grounded in the Hispanic-servingness literature to address the root causes.
KW - Affinity Research Group Model
KW - computing
KW - graduate studies
KW - Hispanic servingness
KW - research experiences of undergraduates
UR - http://www.scopus.com/inward/record.url?scp=85183002455&partnerID=8YFLogxK
U2 - 10.1109/FIE58773.2023.10343367
DO - 10.1109/FIE58773.2023.10343367
M3 - Conference contribution
AN - SCOPUS:85183002455
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2023 IEEE Frontiers in Education Conference, FIE 2023 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023
Y2 - 18 October 2023 through 21 October 2023
ER -