An Investigation of Comparative Hispanic Student Success in Calculus I at Four State of Florida Universities
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Published:
Mar 31, 2022
Keywords:
Hispanic student success, STEM, Hispanic serving institutions, Calculus I, Higher Education Teaching
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Abstract
National employment data forecasts a significant need for graduates in the STEM disciplines for middle-income American jobs. If the American labor force is to keep pace with the global economy, it is critically important that American higher education increase STEM degree production. Currently, minority populations lack access and thus opportunity for success in higher education, but, among them, Hispanic groups account for about 59 million Americans, are the youngest demographic, and have the highest growth rate of any ethnic group. Hispanic students are inadequately represented in higher education enrollment numbers, graduation rates, graduate degree attainment, and STEM degree attainment. While only 14% of American institutions of higher education are designated as Hispanic Serving Institutions (HSIs), 64% of Hispanic American college students attend an HSI. As a result, HSIs are in a unique position to improve student success in STEM disciplines. A statistical analysis of the grades of Hispanic and White students in an introductory STEM course, Calculus I, at two Florida HSI universities and two non-HSI universities, revealed 1) white students significantly outperformed Hispanic students in Calculus I at State of Florida non-HSIs and 2) white students did not outperform Hispanic students in Calculus I at State of Florida HSIs.
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Becker, R. Y., & Cox, T. D. (2022). An Investigation of Comparative Hispanic Student Success in Calculus I at Four State of Florida Universities. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.30563
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References
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Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2011). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53, 229-261. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=edsbas&AN=edsbas.79C99540&site=eds-live&scope=site
Gonzalez, R. G., & Morrison, J. (2015). Culture or no culture? A Latino critical research analysis of Latino persistence research. Journal of Hispanic Higher Education, 15(1), 87-108. Retrieved from https://doi-org.ezproxy.net.ucf.edu/10.1177/1538192715579460
Groves, R. (2011). Three eras of survey research. Public Opinion Quarterly, 75(5), 861-871. Retrieved from https://login.ezproxy.net.ucf.edu/login?auth=shibb&url=https://search-ebscohost-com.ezproxy.net.ucf.edu/login.aspx?direct=true&db=edsggr&AN=edsgcl.278560532&site=eds-live&scope=site
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Carnevale, A. P., Smith N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Georgetown University Center on Education and the Workforce. Retrieved from ERIC database. (ED524310)
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Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411-2441. Retrieved from https://doi-org.ezproxy.net.ucf.edu/10.2307/1289308
Delgado, R. (1995). The Rodrigo chronicles: Conversations about America and race. New York, NY: New York University Press.
Delgado-Bernal, D. (2002). Critical race theory, Latino critical theory, and critical race-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105-126. Retrieved from https://doi-org.ezproxy.net.ucf.edu/10.1177/1077800402008001007
Epstein, D. (2006). So that’s why they’re leaving. Inside Higher Education. Retrieved from
https://www.insidehighered.com/news/2006/07/26/so-that’s-why-theyre-leaving
Excelencia. (2018). Hispanic-serving institutions. Retrieved from https://www.edexcelencia.org/media/710
Excelencia, (2018a). Emerging Hispanic-serving institutions. Retrieved from https://www.edexcelencia.org/media/699
Faculty Diversity. (2019). UWF faculty diversity. Retrieved from https://www.collegefactual.com/colleges/the-university-of-west-florida/student-life/diversity/chart-faculty-ethnic-diversity.html
Faculty Diversity. (2019a). FGCU faculty diversity. Retrieved from https://www.collegefactual.com/colleges/florida-gulf-coast-university/student-life/diversity/chart-faculty-ethnic-diversity.html
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Ferrare, J. J. (2019). A multi-institutional analysis of instructional beliefs and practices in gateway courses to the sciences. CBE - Life Sciences Education, 18(2). Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1217736&site=eds-live&scope=site
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2011). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53, 229-261. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=edsbas&AN=edsbas.79C99540&site=eds-live&scope=site
Gonzalez, R. G., & Morrison, J. (2015). Culture or no culture? A Latino critical research analysis of Latino persistence research. Journal of Hispanic Higher Education, 15(1), 87-108. Retrieved from https://doi-org.ezproxy.net.ucf.edu/10.1177/1538192715579460
Groves, R. (2011). Three eras of survey research. Public Opinion Quarterly, 75(5), 861-871. Retrieved from https://login.ezproxy.net.ucf.edu/login?auth=shibb&url=https://search-ebscohost-com.ezproxy.net.ucf.edu/login.aspx?direct=true&db=edsggr&AN=edsgcl.278560532&site=eds-live&scope=site
Guarte, J., & Barrios, E. (2006). Estimation under purposive sampling. Communications in Statistics: Simulation & Computation, 35(2), 277-284. Retrieved from https://login.ezproxy.net.ucf.edu/login?auth=shibb&url=https://search-ebscohost-com.ezproxy.net.ucf.edu/login.aspx?direct=true&db=msn&AN=MR2227270&site=eds-live&scope=site
Guzman, A. (2016). “Founding a historically Latino/Caribbean-serving institution: An archival study on Florida International University”. LSU Doctoral Dissertations. 2706. Retrieved from http://digitalcommons.lsu.edu/gradschool_dissertations/2706
Heithaus, M. (2015). Testimony of Dr. Michael Heithaus. Research innovations from our nation’s agricultural colleges and universities. Retrieved from https://agriculture.house.gov/uploadedfiles/ag_heithaustestimony.pdf
Hurtado, S. (2001). “Linking diversity and educational purpose: How diversity affects the classroom environment and student development.” In Diversity challenged: Evidence on the impact of affirmative action. Harvard Educational Publishing Group. Retrieved from ERIC database. (ED456199)
Laerd: Laerd Dissertation. (2012). Purposive sampling. Retrieved from http://dissertation.laerd.com/purposive-sampling.php
Lomax, R. G., & Hahs-Vaughn, D. L. (2012). Statistical concepts: A second course., (4th ed.). New York, NY: Routledge/Taylor & Francis Group.
Massey, D. S., Durand, J., & Malone, N. J. (2003). Beyond smoke and mirrors: Mexican immigration in an era of economic integration. New York, NY: Russell Sage Foundation.
Matsuda, M. (1996). Where is your body? Essays on race, gender and the law. Boston, MA: Beacon Press.
Mendez, J. P. (2015). Hispanic-serving institutions in American higher education: Their origin, and present and future challenges. Sterling, VA: Stylus Publishing.
Mervis, J. (2011). Weed-out courses hamper diversity. Science, (6061), 1333. Retrieved from https://doi-org.ezproxy.net.ucf.edu/10.1126/science.334.6061.1333
NCES: National Center for Education Statistics. (2016). Fall enrollment in degree-granting postsecondary institutions, by race/ethnicity of student and state or jurisdiction. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_306.60.asp
NCES: National Center for Education Statistics. (2016a). Total fall enrollment in degree-granting postsecondary institutions, by level of enrollment, sex, attendance status, and race/ethnicity of student: Selected years, 1976 through 2015. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_306.10.asp
NCES: National Center for Education Statistics. (2016b). Graduation rate from first institution attended for first-time, full-time bachelor’s degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2009. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_326.10.asp
NCES: National Center for Education Statistics. (2016c). Number and percentage distribution of science, technology, engineering, and mathematics (STEM) degrees/certificates conferred by postsecondary institutions, by race/ethnicity, level of degree/certificate, and sex of student: 2008-09 through 2014-15. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_318.45.asp
NCES: National Center for Education Statistics. (2016d). Estimates of resident population, by race/ethnicity and age group: Selected years, 1980 through 2016. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_101.20.asp
NCES: National Center for Education Statistics. (2016e). Associate's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2014-15. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_321.20.asp
NCES: National Center for Education Statistics. (2018). Florida Atlantic University. Retrieved from https://nces.ed.gov/collegenavigator/?q=florida+atlantic+university&s=all&id=133669#enrolmt
NCES: National Center for Education Statistics. (2018a). Florida International University. Retrieved from https://nces.ed.gov/collegenavigator/?q=Florida+International+University&s=all&id=133951#enrolmt
NCES: National Center for Education Statistics. (2019). University of West Florida. Retrieved from https://nces.ed.gov/collegenavigator/?id=138354
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