This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self-and outside recognition as a STEM individual played in the process. Interviews revealed students' self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self-and outside recognition were often negotiated through the lens of intersectional identities held by the participants.

This article explores the application of science identity development theory for women of color interested in the science disciplines; and it advocates for taking an intersectional approach to understanding how women of color form science identities. The article also challenges community college administrators and scholars to focus on redefining science identity development theory within the community college setting as a means to enhance success for women of color pursuing academic work in scientific disciplines. Women of color are severely underrepresented in science and engineering occupations; they make up approximately 5% of employed scientists and engineers (2% Black, 2% Hispanic, 1% American Indian, Alaska Native, Native Hawaiian, or Other Pacific Islander, and multiple race; National Science Foundation, 2015). Often facing challenges related to sexism and racism within the sciences, many women of color find it difficult to conceptualize themselves as scientists and fail to develop a strong science identity (Carlone & Johnson, 2007Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens.

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