The purpose of this study is to explore the impact of persistence within STEM learning environments as a function of cumulative stress and latent trauma. The biopsychosocial impact of prolonged stressors due to hostile environments and academic demands has deleterious health effects on historically underrepresented students who enter STEM disciplines. The Trauma Symptoms Checklist for Children, clinical histories, and psychophysiomeasurement tools were used to measure the effects of cumulative stress and latent trauma as historically underrepresented students persisted through high school STEM discipline classes. Elevated responses on the inventory and history were triangulated through measures of biological markers for cumulative stress and developed into a profile combination of traits to identify those students likely to show symptomology consistent with the negative effects of cumulative stress and latent trauma. Examination of these outcomes using a latent class profile analysis model suggested the presence of cumulative stress resulting from program participation was significant.

这项研究的目的是探究STEM学习环境中持续性的影响与累积压力和潜在创伤的关系。由于敌对环境和学术需求而导致的长期压力源对生物心理的影响，对进入STEM学科的历史上代表性不足的学生产生有害的健康影响。儿童的创伤症状清单，临床历史和心理生理测量工具被用于测量累积压力和潜伏创伤的影响，因为历史上代表性不足的学生在高中STEM学科课程中一直坚持不懈。通过对累积压力的生物学标记进行测量，对清单和历史记录上的升高反应进行三角测量，并将其发展为特征的概况组合，以识别那些可能表现出与累积压力和潜伏创伤的负面影响相一致的症状的学生。使用潜在的班级概况分析模型对这些结果进行的检查表明，由于计划参与而导致的累积压力的存在是显着的。