FROM COMMUNITY COLLEGE TO A STEM PIPELINE: WOMEN OF COLOR TRANSFER STUDENTS IN LOS ANGELES

Lack of representation of women of color in Science, Technology, Engineering, and Mathematics (STEM) careers may be attributed to their low retention in their university STEM majors—an occurrence blamed on underrepresented students’ inadequate preparation and training in successfully navigating academia. By investigating the current experiences and insights of women of color transfer students in STEM pipeline programs, this study aims to explore the kinds of interactions female students of color experience with classmates and professors in a STEM program at a university in Southern California. In doing so, I aim to better understand the role such interactions may play in these students underrepresentation in the field. Women of color transfer students enrolled in a diversity STEM pipeline program for at least one year have participated in this study. Participant observation, in-depth semi-structured interviews with individual subjects, and a focus group have been conducted. Preliminary data shows that the participants have transition issues that could be unique to community college transfer students, such as struggling to find a sense of community in the pipeline program. Most of the participants only started pursuing a STEM major and career upon entering community college, as though they are late bloomers in the field. Their unique experiences ought to distinguish their needs from traditional college students—something that STEM pipeline programs should explore more.