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How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study.
Irfanul Alam1, Jeffrey T Olimpo2, Lisa A Corwin1
1Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309.
CBE Life Sciences Education
|July 29, 2025
Summary
Latiné students
Area of Science:
- Science Education
- Civic Engagement
- STEM
Background:
- National initiatives promote civic engagement in postsecondary STEM education.
- Understanding minority student involvement in community engagement is crucial.
- Latiné students are a growing demographic in U.S. higher education.
Purpose of the Study:
- To explore how social identities influence community engagement among Latiné STEM students.
- To investigate the impact of a scientifically civically engaged undergraduate research experience on Latiné students.
- To understand the opportunities and challenges faced by Latiné students in scientific community engagement.
Main Methods:
- Case study design involving 15 Latiné STEM students.
- Data collection through surveys, interviews, social identity mapping, and photovoice.
- Analysis of how social, science, and place identities shape community engagement.
Main Results:
- Students' social, science, and place identities significantly influenced their engagement.
- Biculturalism, language, and shared experiences fostered community connections and motivation.
- Differing identities, language barriers, and exclusion presented challenges to participation.
Conclusions:
- Social identities play a complex role in Latiné students' scientific civic engagement.
- Culturally responsive pedagogy is recommended for STEM instructors engaging Latiné students.
- Educators can better prepare Latiné students for community-focused STEM careers by understanding identity-informed engagement.
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