Hofstra professor gives lecture on more inclusive STEM education programs

Photo courtesy of Alexis Friedman. // Professor Jessica Santangelo spoke to students and faculty about making STEM education programs more inclusive.

Jessica Santangelo, an associate professor of biology, met with students and faculty members at the event, “A Collaborative, Multi-Disciplinary, Multi-Institution Approach to Foster Equity and Inclusion in STEM Education,” to discuss how her latest project is working to transform college education. The Center for “Race,” Culture and Social Justice hosted this discussion on Wednesday, Oct. 20, in Roosevelt Hall as part of their Colloquia Series. 

 Santangelo is one of the founding members of the (STEM)2 Network, a program currently working with faculty members from five collegiate institutions. The goal of this network is to make the ability to achieve a STEM (science, technology, engineering and mathematics) degree more equitable for all students. “We have a real problem with keeping students in STEM disciplines,” Santangelo said. Her research shows that students who major in STEM disciplines have lower graduation and retention rates than students who are not STEM majors.   

 Furthermore, factors such as a student’s race, gender and socioeconomic status can impact what kind of college education they will receive. When asked about disparities in STEM education, Santangelo mentioned that women, students of color and students who come from lower socioeconomic backgrounds are at a disadvantage compared to their counterparts. These groups of students are also less likely to be awarded educational or research opportunities when it comes to earning their degrees and furthering their careers.  

 Angelica Relacion, a sophomore video and television business major, said that such disparities in our current education systems are a reminder of one of the many forms of systemic racism.  “[College programs say they] need to get more minorities,” Relacion said. “But then it is mostly white women who benefit from them.”  

 The collaborative approach that the (STEM)2 Network takes to solve this issue is through the building of connections between various faculty members at both public and private institutions.  For example, there are undergraduate research programs that can be provided to students who are able to attend private colleges such as Hofstra, while students who attend public colleges may never get to experience those same opportunities. “One of our goals is to help students, particularly those at community colleges, be able to get those experiences,” Santangelo said, “so that we can create more equity in terms of the ability of students to be able participate in those sorts of things.” 

 Working in cooperation with Santangelo are professors from St. John’s University, Adelphi University, Nassau Community College and Queensborough Community College. The (STEM)2 Network works to empower faculty members from these institutions by providing them with the skills to change how they teach in their classrooms.   

 The network also focuses on how they can motivate faculty to transform the institutional structure at their respective schools, thereby providing all students with a better environment for learning and the opportunity to get the most out of their college educations. Miguel Giral, a junior exercise science major, enjoyed being a part of such an integral discussion and suggests creating more financial aid opportunities be at the top of their list of structural changes to make private institutions, including Hofstra, more affordable and achievable.   

 “I think the biggest plan going forward would be to create more scholarship opportunities and get [prospective] students more information about the University,” Giral said. “Yes, it’s an expensive school, but it’s not impossible to go to this school just because of the money it costs.”  

 Ariadne Morales, a sophomore journalism and rhetoric major, is appreciative of the initiative that Santangelo and her colleagues are taking to make college educations more accessible. Morales believes that having proactive discussions like these and getting current college students involved in the process will encourage those from all backgrounds to strive for the best opportunities. She proposes that students who attend these private institutions work with their schools to find ways to reach out to students in middle and high schools, such as through workshops or college fairs.   

 By demonstrating to these middle and high school students that it is possible to receive an education at institutions that might seem unattainable, they will be more likely to apply to these schools by the time they are ready to begin the college application process, according to Morales.  “I think students will feel that we are more relatable,” she said. “They’ll be a little bit more motivated to get somewhere better in life and not just settle for two-year community colleges.”