Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color

Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color

To understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizat...

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Bibliographic Details
Main Authors: Ariana L. Garcia, Tonisha B. Lane, Blanca E. Rincón
Format: Article
Language:English
Published: Frontiers Media S.A. 2021-07-01
Series:Frontiers in Education
Subjects:
social capital
educational enrichment programs
graduate education
students of color
STEM—science technology engineering mathematics
Online Access:https://www.frontiersin.org/articles/10.3389/feduc.2021.667976/full
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spelling doaj-f568fce813394039882c9b5483e49bb82021-07-28T10:33:17ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-07-01610.3389/feduc.2021.667976667976Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of ColorAriana L. Garcia0Tonisha B. Lane1Blanca E. Rincón2Department of Educational Psychology and Higher Education, University of Nevada Las Vegas, Las Vegas, NV, United StatesSchool of Education, Virginia Tech, Blacksburg, VA, United StatesDepartment of Educational Psychology and Higher Education, University of Nevada Las Vegas, Las Vegas, NV, United StatesTo understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizational brokerage theory, our findings illuminate how 1) alliance-based STEM enrichment programs (SEPs) bridge social capital via interorganizational networks and 2) how SEP instability creates barriers to building the trust that is central to the brokerage process. We conclude with recommendations for future research and practice.https://www.frontiersin.org/articles/10.3389/feduc.2021.667976/fullsocial capitaleducational enrichment programsgraduate educationstudents of colorSTEM—science technology engineering mathematics
collection DOAJ
language English
format Article
sources DOAJ
author Ariana L. Garcia
Tonisha B. Lane
Blanca E. Rincón
spellingShingle Ariana L. Garcia
Tonisha B. Lane
Blanca E. Rincón
Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
Frontiers in Education
social capital
educational enrichment programs
graduate education
students of color
STEM—science technology engineering mathematics
author_facet Ariana L. Garcia
Tonisha B. Lane
Blanca E. Rincón
author_sort Ariana L. Garcia
title Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
title_short Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
title_full Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
title_fullStr Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
title_full_unstemmed Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color
title_sort cultivating graduate stem pathways: how alliance-based stem enrichment programs broker opportunity for students of color
publisher Frontiers Media S.A.
series Frontiers in Education
issn 2504-284X
publishDate 2021-07-01
description To understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizational brokerage theory, our findings illuminate how 1) alliance-based STEM enrichment programs (SEPs) bridge social capital via interorganizational networks and 2) how SEP instability creates barriers to building the trust that is central to the brokerage process. We conclude with recommendations for future research and practice.
topic social capital
educational enrichment programs
graduate education
students of color
STEM—science technology engineering mathematics
url https://www.frontiersin.org/articles/10.3389/feduc.2021.667976/full
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