Many initiatives in the U.S. are designed to increase participation of individuals from underrepresented ethnic minority (URM) groups in science, technology, engineering, and mathematics (STEM) fields. In engineering, despite an increase in the enrollment of and degrees awarded to individuals from Hispanic/Latinx populations, the trends for Black, Native American, and Native Hawaiian and other Pacific Islander populations have remained relatively stagnant. As a result, research and evaluation of interventions that support the recruitment and retention of URM students have increased. However, few studies have investigated how and why specific intervention types influence recruitment and retention. Nuances of student experiences at the intersection of race, ethnicity, and gender are also underexplored as few studies disaggregate URM populations. A deeper understanding of the "who" and the "why" can help us identify specific factors that result in the biggest impact for students and what to consider when implementing initiatives in different contexts and settings.
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