A National Portrait of STEM Trajectories Through Two- and Four-Year Hispanic Serving Institutions

Abstract


 
 
 Hispanic Serving Institutions (HSIs) are critical in advancing postsecondary outcomes for Latinx and other historically underrepresented and racially minoritized students in Science, Technology, Engineering, and Math (STEM) to promote diversity, innovation, and excellence in STEM fields. Despite rich opportunities for improving college access, retention, degree attainment, and representation in STEM fields, the role of two- and four-year HSIs in STEM pathways has been under-emphasized. Utilizing a nationally-representative sample, this article explores the undergraduate profiles and outcomes of STEM majors who begin postsecondary education at two- and four-year HSIs. While there are observable differences in student outcomes across HSIs and non-HSIs at both the two- and four-year levels, we must take a deeper look to better understand how these institutional contexts impact STEM trajectories across two- and four- year HSIs. Ultimately, these outcomes are just one piece of the overall picture toward HSIs intentionally serving Latinx students and advancing STEM pathways.