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Culture and Maintenance of Human Embryonic Stem Cells
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"It Was Changing [My] Embedded Inner Culture": Culturally Informed Training in STEMM.

Judith C P Lin1, Carrie L Saetermoe2, Sophia E Lucas3

  • 1Educational Modules to Broaden Academic Research Cultures, Health Equity Research and Education Center, California State University, Northridge, Northridge, CA 91330, USA.

Education Sciences
|May 14, 2026
PubMed
Summary
This summary is machine-generated.

This study shows that culturally informed summer programs help community college (CC) students in Science, Technology, Engineering, Math, and Medicine (STEMM) overcome challenges. These programs build confidence and a stronger science identity, fostering a commitment to social justice.

Keywords:
STEMM careersSTEMM educationcommunity college studentscommunity cultural wealthcultural mismatchhidden curriculummentorshipscience identityself-efficacysense of belonging

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Area of Science:

  • Education
  • Sociology of Science
  • Higher Education Studies

Background:

  • Limited research exists on culturally informed strategies for community college (CC) students in Science, Technology, Engineering, Math, and Medicine (STEMM).
  • Addressing cultural mismatch and leveraging community cultural wealth (CCW) are crucial for STEMM student success.
  • Existing programs often overlook the unique challenges faced by CC students transitioning to four-year institutions.

Purpose of the Study:

  • To evaluate a summer program designed to support CC students in STEMM pathways.
  • To investigate how culturally informed approaches, utilizing CCW, impact student self-efficacy and identity.
  • To understand how such programs mitigate feelings of intimidation and self-blame in STEMM education.

Main Methods:

  • Qualitative research utilizing five focus groups with 43 CC students.
  • Data collected over three summers from participants in a culturally informed STEMM summer program.
  • Analysis focused on student experiences with program components, peer interactions, and faculty mentorship.

Main Results:

  • Students reported reduced intimidation and self-blame after learning about diverse faculty pathways and gaining language to describe home-school mismatch.
  • Participation increased self-efficacy, fostered a stronger science identity aligned with social justice, and improved engagement with institutional actors.
  • Humanizing STEMM through relatable role models and demystifying the field made STEMM careers seem more accessible.

Conclusions:

  • Culturally informed programs leveraging CCW are effective in supporting CC students in STEMM.
  • These interventions enhance student self-perceptions, academic identity, and willingness to navigate higher education systems.
  • Humanizing STEMM education is vital for broadening participation and diversifying the future STEMM workforce.