{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90932"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90932","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?","abstract":"As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for national security, human capital development, innovation, and equity also demand increased representation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. This quantitative dissertation comprises three studies that are informed by six years of semester-by-semester student-level data from six large, public, doctoral granting, research-intensive universities located in the Midwest and Mid-Atlantic regions. First, I examine differences in STEM degree attainment among Latinos at the intersections of Latino ethnicity, gender, and socioeconomic status and find evidence for the need to target STEM intervention efforts for Latinos by gender. Second, I explore the relationship between structural diversity and Latina/o STEM student persistence to degree and find a modest and negative relationship between increases in Latino racial composition at the cohort level and student departure from the university; however, no differences were observed for STEM departure or other measures of structural diversity. Third, I test whether students’ high school racial context serves as a moderating factor for STEM and college departure and find no evidence that students' high school racial context moderates the relationship between cohort-racial composition and college departure or departure from STEM.","abstract_html":"As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for national security, human capital development, innovation, and equity also demand increased representation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. This quantitative dissertation comprises three studies that are informed by six years of semester-by-semester student-level data from six large, public, doctoral granting, research-intensive universities located in the Midwest and Mid-Atlantic regions. First, I examine differences in STEM degree attainment among Latinos at the intersections of Latino ethnicity, gender, and socioeconomic status and find evidence for the need to target STEM intervention efforts for Latinos by gender. Second, I explore the relationship between structural diversity and Latina/o STEM student persistence to degree and find a modest and negative relationship between increases in Latino racial composition at the cohort level and student departure from the university; however, no differences were observed for STEM departure or other measures of structural diversity. Third, I test whether students’ high school racial context serves as a moderating factor for STEM and college departure and find no evidence that students' high school racial context moderates the relationship between cohort-racial composition and college departure or departure from STEM.","abstract_has_math":false,"creators":["Rincon, Blanca Esmeralda"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Trent, William T.","Chapa, Jorge","Baber, Lorenzo","Welton, Anjalé","George-Jackson, Casey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T21:17:48Z","date_published":"2016-07-07T21:17:48Z","updated_at":"2026-07-22T22:26:34Z","subjects":["Latinos","Higher Education","Science, technology, engineering, mathematics (STEM)","Racial Composition"],"languages":["en"],"rights":["Copyright 2016 BLANCA E. RINCÓN"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90932","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Trent, William T.","Chapa, Jorge","Baber, Lorenzo","Welton, Anjalé","George-Jackson, Casey"]},{"key":"dc:creator","label":"Author","values":["Rincon, Blanca Esmeralda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T21:17:48Z","2018-07-08T09:15:20Z","2016-04-22","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Latinos","Higher Education","Science, technology, engineering, mathematics (STEM)","Racial Composition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 BLANCA E. RINCÓN"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90932"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for national security, human capital development, innovation, and equity also demand increased representation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. This quantitative dissertation comprises three studies that are informed by six years of semester-by-semester student-level data from six large, public, doctoral granting, research-intensive universities located in the Midwest and Mid-Atlantic regions. First, I examine differences in STEM degree attainment among Latinos at the intersections of Latino ethnicity, gender, and socioeconomic status and find evidence for the need to target STEM intervention efforts for Latinos by gender. Second, I explore the relationship between structural diversity and Latina/o STEM student persistence to degree and find a modest and negative relationship between increases in Latino racial composition at the cohort level and student departure from the university; however, no differences were observed for STEM departure or other measures of structural diversity. Third, I test whether students’ high school racial context serves as a moderating factor for STEM and college departure and find no evidence that students' high school racial context moderates the relationship between cohort-racial composition and college departure or departure from STEM.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-05-01","The student, Blanca Rincon, accepted the attached license on 2016-04-19 at 17:10.","The student, Blanca Rincon, submitted this Dissertation for approval on 2016-04-19 at 17:16.","This Dissertation was approved for publication on 2016-04-22 at 10:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9353 on 2016-07-07 at 14:17:28","Made available in DSpace on 2016-07-07T21:17:48Z (GMT). No. of bitstreams: 3 RINCON-DISSERTATION-2016.pdf: 1163860 bytes, checksum: 8604d7b01cbcf834324e0b916c88f285 (MD5) LICENSE.txt: 4210 bytes, checksum: b4cf98c0c8206ba4b24d16e08fcc9640 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: d2fb6d1c806b9d74a22e79967857f2ad (MD5) Previous issue date: 2016-04-22","Embargo set by: Seth Robbins for item 93287 Lift date: 2018-07-07T21:18:16Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 93287 on 2018-07-08T09:15:20Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?"]}]}],"canonical_facts":{"dc:contributor":["Trent, William T.","Chapa, Jorge","Baber, Lorenzo","Welton, Anjalé","George-Jackson, Casey"],"dc:creator":["Rincon, Blanca Esmeralda"],"dc:date":["2016-07-07T21:17:48Z","2018-07-08T09:15:20Z","2016-04-22","2016-05"],"dc:description":["As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for national security, human capital development, innovation, and equity also demand increased representation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. This quantitative dissertation comprises three studies that are informed by six years of semester-by-semester student-level data from six large, public, doctoral granting, research-intensive universities located in the Midwest and Mid-Atlantic regions. First, I examine differences in STEM degree attainment among Latinos at the intersections of Latino ethnicity, gender, and socioeconomic status and find evidence for the need to target STEM intervention efforts for Latinos by gender. Second, I explore the relationship between structural diversity and Latina/o STEM student persistence to degree and find a modest and negative relationship between increases in Latino racial composition at the cohort level and student departure from the university; however, no differences were observed for STEM departure or other measures of structural diversity. Third, I test whether students’ high school racial context serves as a moderating factor for STEM and college departure and find no evidence that students' high school racial context moderates the relationship between cohort-racial composition and college departure or departure from STEM.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-05-01","The student, Blanca Rincon, accepted the attached license on 2016-04-19 at 17:10.","The student, Blanca Rincon, submitted this Dissertation for approval on 2016-04-19 at 17:16.","This Dissertation was approved for publication on 2016-04-22 at 10:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9353 on 2016-07-07 at 14:17:28","Made available in DSpace on 2016-07-07T21:17:48Z (GMT). No. of bitstreams: 3 RINCON-DISSERTATION-2016.pdf: 1163860 bytes, checksum: 8604d7b01cbcf834324e0b916c88f285 (MD5) LICENSE.txt: 4210 bytes, checksum: b4cf98c0c8206ba4b24d16e08fcc9640 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: d2fb6d1c806b9d74a22e79967857f2ad (MD5) Previous issue date: 2016-04-22","Embargo set by: Seth Robbins for item 93287 Lift date: 2018-07-07T21:18:16Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 93287 on 2018-07-08T09:15:20Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/90932"],"dc:language":["en"],"dc:rights":["Copyright 2016 BLANCA E. RINCÓN"],"dc:subject":["Latinos","Higher Education","Science, technology, engineering, mathematics (STEM)","Racial Composition"],"dc:title":["Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?"],"dc:type":["text"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:34Z"}