By Mai Chong Yang
The “Our HMoob American College Paj Ntaub” research team has identified several factors such as academic gatekeeping, transactional advising, STEM pushout, and institutional invisibility that impact HMoob American STEM students negatively, often directing them to non-STEM fields. We wanted to learn more about the student support resources that could counter these harmful processes for HMoob college students. Thus, we interviewed HMoob students that were enrolled in the WiscAMP, a program provided to aid underrepresented STEM students in their academic and career paths. Our team was able to interview six HMoob WiscAMP participants, current students and alumna, about their involvement in the program. In these interviews, these participants were asked a few general questions about their identity, their high school experiences, their decisions in attending college, their experiences in their major, the overall impact of the WiscAMP program, and future plans they had.
WiscAMP promotes success for students by aiding low-income, first generation, underrepresented students participating in STEM with academic and financial help. Students would be given stipends for every academic event that they attend, such as career advising, tutoring, and more. These events would be held throughout the academic year, allowing students an opportunity to attend these events for additional guidance. Students were paired with a similar major upperclassman as a peer mentor, as well as, a faculty mentor. Through these opportunities, HMoob STEM students have claimed that their experiences have been positive with the financial and academic support of this program, as well as, an establishment of a community for HMoob students through the creation of a support system from this program.
When attending universities as an underrepresented minority in the STEM field, HMoob students are often isolated from their peers and often feel unwelcomed in their classes or on campus. However, with WiscAMP resources and an upperclassman as a peer mentor, students felt as though there has been an established connection in providing academic guidance and emotional support as they trudge through their STEM track together. In other words, these peer mentorship groups, led by an upperclassman who oversees it, aides mentees in any obstacles that they need guidance in. The group support includes academic advices and/or personal help.
From these peer mentorship groups, it created a place for all students to feel comfortable to ask for help or express their concerns. In addition, it fostered a connection with senior students who serve as role models for others to obtain knowledge, as well as, confidence to continue their STEM track. A WiscAMP alum, who had graduated with a biology major and is pursuing his graduate degree at UW-Madison in dermatology, had said:
“…I was looking for like an environment where I can like safely express my, you know, my thoughts and emotions, as well as, share my perspectives with other students who have like, who come from a similar background. And then the third thing is that, you know, they offer like mentorship and I really needed that because you know, there’s essentially no mentorship at home.”
He believed that WiscAMP had enabled him to feel welcomed into the space, to allow himself to speak for himself and be heard about his struggles. He was able to share his own experiences while getting academic advices to aid him on his journey. Through this program, he was determined to continue his academic path into graduate school.
Another WiscAMP student, a fifth-year student with a major in biomedical sciences with a minor in laboratory sciences, had mentioned the huge support given from WiscAMP that had allowed her to feel welcomed in her own field as well as creating a support system for other students:
“I say this has made a very significant impact on my college experience. I think the support from the program manager to the faculty have very much helped me in getting a sense of belonging in my major and the career I want to go into… So, like again, the research thing has severely helped me in building skills and the lab to apply to my classes, but also just giving me that experience that I will need for my medical school applications. And yeah, and just a lot of the opportunities they offer and the mentorship and with this peer mentoring role, it gives me something to put it as for my leadership when I apply to medical school… If I was not in this program, I wouldn’t have had these experiences and I think it would be a lot harder to have gotten these if I wasn’t in.”
Not only was she supported by her mentors in this program, she became a supporter for incoming STEM students. From this program, she had become a peer mentor to other students, providing academic and emotional support to students who were struggling in their classes. Moreover, her involvement in this program enables her own professional development in her future career in addressing the challenges of STEM programs and the necessary support for all STEM students to succeed.
As a result of participating in this program, not only were students given financial and academic support, they gained another community that would support them through their STEM track as an undergraduate. Although WiscAMP was able to provide financial help via scholarships or stipends, or academic help via faculty mentorships, HMoob students cultivated a support system comprised of other STEM students of color who could enhance their experiences on campus. More importantly, these peer mentor groups play a pivotal role in STEM education by cultivating a sense of belonging and offering multifaceted support. They create an inclusive environment where students connect with like-minded peers, fostering a crucial sense of belonging in STEM disciplines for HMoob students. Through mentorship, they share valuable insights and resources, guiding mentees in making informed decisions about their academic and career paths. They also provide academic assistance, bolstering students’ confidence in challenging STEM courses. These groups encourage exploration of STEM identities, address diversity and inclusion issues, and motivate individuals to set and achieve their academic and career goals. Emotional support offered by mentors helps students overcome obstacles, including imposter syndrome, fostering a stronger sense of belonging in their STEM major. Ultimately, these mechanisms collectively empower students to thrive and succeed in their STEM education and future careers.