Juan C. Garibay

TL;DR: Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.

TL;DR: In this article, the authors investigate differences between STEM and non-STEM students at the end of college on the values they place on helping to create a more equitable society and find that STEM students view the importance of working for social change as less important to their career goals, yet differences between Underrepresented Students of Color and their non-underrepresented counterparts emerge.

TL;DR: Using critical race theory as a lens, the authors provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions.

TL;DR: In this article, the authors used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor's degree recipients' development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities.

TL;DR: This article investigated whether an inclusive climate for diversity within a degree program may contribute to an increasing enrollment of students of color in interdisciplinary environmental and sustainability (IES) degree programs, and found that IES degree programs with a more inclusive curriculum and greater student compositional diversity are significantly more likely to report an increase enrollment of student of color.