The current study tests a model of academic satisfaction in engineering based on Lent, Brown, and Hackett's (1994, 2000) social cognitive career theory among a sample of 527 engineering majors attending a Hispanic serving institution. The findings indicated that (a) an alternative bidirectional model fit the data for the full sample; (b) all of the hypothesized relations were significant for the full sample, except the path from engineering interests to goals; (c) social cognitive career theory predictors accounted for a significant amount of variance in engineering goals (26.6%) and academic satisfaction (45.1%); and (d) the model parameters did not vary across men and women or across Latino/a and White engineering undergraduate students. Implications for research and practice are discussed in relation to persistence in engineering among women and Latinos/as.
This study examined factors that played a role in Latina/o undergraduate students' persistence in engineering at a Hispanic serving institution (HSI; N ϭ 10) using the consensual qualitative research method (CQR;Hill, Thompson, & Williams, 1997). Data analyses resulted in five domains: institutional conditions, additive intersectional burdens, personal and cultural wealth, coping skills, and engineering identity. Participants described how they persisted in the face of stressors, citing specific coping skills they developed over time as well as general personal and cultural strengths they carried with them into their pursuit of engineering. Although the structures of the students' institution were generally described as supportive, Latina participants reported experiences with gendered racism that created added barriers to their persistence in engineering. Supportive institutional conditions, personal and cultural assets, and adaptive coping strategies appeared to facilitate the development of a strong engineering identity, which helped to solidify students' sense of belonging, pride, and commitment to complete their degree. Results highlight the need to address intersecting experiences of privilege and oppression to promote access and equity for Latinas/os in engineering.
Public Significance StatementLatinas in engineering experience intersectional forms of marginalization that must be attended to in the development of interventions to support their success. Hispanic serving institutions and Latina/o students have unique strengths that may be leveraged to promote Latinas/os' persistence in engineering. Findings from this study offer practical interventions for educators and career counselors to facilitate inclusive engineering communities for Latina/o engineering students.
We use data from the Census of Fatal Occupational Injuries, the Survey of Occupational Injuries and Illnesses, and the 2000 U.S. decennial census to analyze how occupational risk relates to the earnings of Hispanic immigrant men. Our findings indicate that those with limited English-language fluency received significantly higher compensating wages in unsafe jobs than their English-fluent counterparts. The larger occupational-risk premiums accrued by limited-Englishproficient (LEP) foreign-born Hispanic men also hold when further including U.S.-born Hispanic, non-Hispanic Black, and non-Hispanic White men in the sample. These findings are consistent with underlying differences in preferences toward wages versus safety between LEP and English-proficient workers and ⁄ or differences in coverage under formal workers' compensation programs, perhaps because undocumented workers (many of whom already faced hazardous conditions when migrating illegally to work in the United States) comprise a disproportionate share of the LEP. However, our data and methodologies do not allow us to determine whether these premiums adequately compensate the LEP for the occupational risk they undertake.
Questions of political participation among different races are often applied to the theory of group consciousness. Despite knowledge of intersectional identities and their effects on political participation, religious identity in this discourse has gone largely unnoticed. This paper seeks to apply the theory of group consciousness to religion in hopes of understanding the salience of religious identity. Analyzing Latinos and their perspectives on immigration this paper asks the question: “do Latinos with differences in religious observation, have different perspectives on immigration?” By doing so, this study hopes to uncover the complex nature of intersectional identities and the multidimensional influences of religious group consciousness. This examination suggests that the salience of religious identity fluctuates based on indicators used when measuring religious observance through behavior, and affiliation.
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