Barriers and supports for STEM motivation for Pacific Islander biomedical trainees
Abstract
Pacific Islander (PI) students disproportionately come from low socioeconomic backgrounds and are often first-generation college students. PI students have been historically underserved with limited access to educational resources and support. As a result, PI students face low student retention rates and have reported dissatisfaction with higher education student services. There is little research dedicated to understanding the STEM experiences of PI students related to access, success, and motivational resilience in higher education. This study examines barriers and facilitating factors for motivation among PI students using electronic surveys, focus groups, and group discussions. Participants comprise high school and undergraduates residing in 5 states and territories (Oregon, Hawaii, American Samoa, Northern Mariana Islands, and Guam). Student responses were compiled and coded to develop e-feedback for a STEM informatics tool (STEM Assessment and Reporting Tracker) used to enhance STEM motivation for PI students. Results describe barriers, supports, and considerations for PI motivational resilience in STEM. This work will be explored for its generalizability to other diverse scientific communities to support universal design efforts.
Barriers and supports for STEM motivation for Pacific Islander biomedical trainees
Pacific Islander (PI) students disproportionately come from low socioeconomic backgrounds and are often first-generation college students. PI students have been historically underserved with limited access to educational resources and support. As a result, PI students face low student retention rates and have reported dissatisfaction with higher education student services. There is little research dedicated to understanding the STEM experiences of PI students related to access, success, and motivational resilience in higher education. This study examines barriers and facilitating factors for motivation among PI students using electronic surveys, focus groups, and group discussions. Participants comprise high school and undergraduates residing in 5 states and territories (Oregon, Hawaii, American Samoa, Northern Mariana Islands, and Guam). Student responses were compiled and coded to develop e-feedback for a STEM informatics tool (STEM Assessment and Reporting Tracker) used to enhance STEM motivation for PI students. Results describe barriers, supports, and considerations for PI motivational resilience in STEM. This work will be explored for its generalizability to other diverse scientific communities to support universal design efforts.