Breaking barriers: female and Hispanic undergraduate students experience gains in self-confidence and tolerance for obstacles during a sustainability-centered internship program in the USA

M. Murray, H. Spinks, Y. Besen-Cassino, E. Emery, B. Johnson, E. Nunez Perez, Y. Wang, D. Lopatto, N. M. Goodey and A. R. Tuininga ()
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M. Murray: PSEG Institute for Sustainability Studies
H. Spinks: PSEG Institute for Sustainability Studies
Y. Besen-Cassino: Montclair State University
E. Emery: Montclair State University
B. Johnson: Montclair State University
E. Nunez Perez: PSEG Institute for Sustainability Studies
Y. Wang: Montclair State University
D. Lopatto: Grinnell College
N. M. Goodey: PSEG Institute for Sustainability Studies
A. R. Tuininga: PSEG Institute for Sustainability Studies

Journal of Environmental Studies and Sciences, 2025, vol. 15, issue 3, No 8, 574 pages

Abstract: Abstract Previous research has shown that female and Hispanic students who are underrepresented in science, technology, engineering and mathematics (STEM) face more educational barriers than their non-Hispanic, male peers. However, little research has been conducted on the effects of intersectional identities in the STEM space. In an effort to bridge the gap in underrepresented students' experience, the PSEG Institute for Sustainability Studies organizes a paid, interdisciplinary, team-based, experiential learning and internship program called the Green Teams that occurs during 10 weeks of the summer. The Green Teams Program strives to provide undergraduate students from all backgrounds–academically, economically, and demographically–an opportunity to develop their abilities in STEM fields and prepare them to enter the professional world. Based upon a survey given post-internship, self-reported learning gains for all students were analyzed to determine if the program had a significantly greater impact on students who are from groups traditionally underrepresented in STEM in their STEM-related learning gains and their confidence in STEM disciplines. Through t-tests, a Principal Component Analysis (PCA), and a 2-way factorial Analysis of Variance (ANOVA), Hispanic and female participants were found to report significantly higher learning gains than their counterparts in multiple STEM areas from increased tolerance for obstacles to gains in self confidence. The results of the study suggest Hispanic and female students benefit from paid work experiences in STEM with diverse peers and intentional, supportive mentoring. This research on the Green Teams Program provides insight into how this approach positively impacts STEM education of individuals from traditionally underrepresented groups in STEM. The findings may help to further guide the development of the Green Teams Program and the adoption of paid, interdisciplinary, team-based, experiential learning and internship experiences in additional academic STEM settings.

Keywords: Internship; Undergraduate; Underrepresented; Diversity; Environmental; Sustainability (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s13412-024-00966-6

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