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REVIEW article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1465832
This article is part of the Research Topic Reshaping STEM Education: Strategies for Curriculum Decolonization and Institutional Transformation View all 15 articles
Oh, the Places You Can Go … If You Ace Calculus: Helping Minoritized Students Succeed in Undergraduate Mathematics
Provisionally accepted- 1 California State University, Channel Islands, Camarillo, United States
- 2 University of Alabama, Tuscaloosa, Alabama, United States
- 3 University of Michigan, Ann Arbor, Michigan, United States
Minoritized students tend to have lower undergraduate degree attainment in science, technology, engineering, and mathematics (STEM) than their White and South and East Asian counterparts. According to the Phenomenological Variant of Ecological Systems Theory (PVEST), factors related to historical contexts, systemic processes, and the individual interact to lead to underrepresentation in STEM. However, most of the literature on minoritized STEM students uses a deficit lens and does not consider the role of historical and systemic contexts on these students' STEM achievement. As a product, current interventions used to increase academic achievement are limited in scope and do not consider the complex interplay between the numerous factors known to influence academic success. By using PVEST as a framework, more holistic interventions that focus on minoritized STEM students' potential for success can be developed.
Keywords: stem, Minoritized students, Supports, Collaborative Learning, Math Anxiety, Motivation, undergraduates, PVEST
Received: 23 Sep 2024; Accepted: 14 Feb 2025.
Copyright: © 2025 Ibrahim, McKellar, Yates and Shah. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Amira F.A. Ibrahim, California State University, Channel Islands, Camarillo, United States
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