This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.
For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. It provides students with enriched academic support that cultivates their STEM skill set development and enhances their ability to earn income. Best educational practices for students with STEM career trajectory interests highlight developing growth mindsets through mentoring, off campus excursions, and interactive STEM learning experiences.
STEM education, Project-based learning, PBL, New Mexico, STEM, High School Counselor, Underrepresented Minority student, equity, inclusion
Level of Degree
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Allison M. Borden
Second Committee Member
Shawn L. Secatero
Third Committee Member
Fourth Committee Member
Mary Jo Daniel
Fifth Committee Member
Scheerer, Kimberly A.. "Science, Technology, Engineering, and Mathematics (STEM) Project-based Learning (PBL) Education: A New Mexico Case Study for Equity and Inclusion." (2022). https://digitalrepository.unm.edu/educ_teelp_etds/365
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