Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Herrera, Felisha A.; Chapar, Judith W. Hernández; Sánchez, Gabriela Kovats

doi:10.24974/amae.11.2.350

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…The semistructured interview format ensured that we asked participants the same questions while offering some flexibility for targeted follow-up questions (Daniel & Harland, 2017). Informed by previous research (Herrera et al, 2017; Herrera et al, 2018), the interview questions prompted participants to share their STEM transfer experiences across multiple institutions and sources of on- and off-campus support. The composition and structure of the focus groups allowed participants to engage and reflect deeply and critically on their experiences in relation to the research purpose/questions (Daniel & Harland, 2017).…”

Section: Methodsmentioning

confidence: 99%

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Institutional contexts matter for historically underrepresented, racially minoritized students and WOC, who, despite entering college with interests in STEM, often switch to non-STEM majors (Herrera et al, 2017;Herrera et al, 2018). Of the 569 HSIs and 362 Emerging HSIs (E-HSIs) in 2020-21 nationally, 235 are HSCCs, and 102 are Emerging HSCCs (E-HSCCs; Hispanic Association of Colleges and Universities, 2021), which serve as critical access points to STEM postsecondary education for Latinx and other students of color (SOC).

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confidence: 99%

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“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

et al. 2022

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Women of color (WOC) continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM), where they often experience racism and sexism within disciplinary contexts that have historically privileged men and Whiteness. Participant narratives gained through focus-group and follow-up interviews illuminate the racialized and gendered STEM transfer experiences of 21 WOC who attended 2- and 4-year Hispanic-Serving Institutions (HSIs). Using a multidimensional intersectional approach, we explore the interplay between the complex identity experiences of WOC and the dynamic intersections of their transfer pathways across 2- and 4-year HSIs and within STEM disciplinary contexts. Findings underscore the inequities that continue to pervade STEM and highlight opportunities for transforming disciplinary and institutional cultures, particularly within HSI STEM transfer pathways, where there is great potential for these diverse institutions to support, validate, and benefit from the unique contributions of WOC.

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Section: Methodsmentioning

confidence: 99%

“…

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confidence: 99%

“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

et al. 2022

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“…In addition, Stanton‐Salazar () described several communicative, academic, organizational, economic, and technical funds of knowledge in his framework. Stanton‐Salazar's social capital framework (, , ) has been advanced by other scholars (Gonzalez, Stoner, & Jovel, ; Herrera, Hernández Chapar, & Kovats Sánchez, ; Kiyama, ; Rios‐Aguilar & Kiyama, ; Tovar, ) to examine Latinx college access and persistence.…”

Section: Theoretical Framework Grounded In Strength‐based Thinkingmentioning

confidence: 99%

Challenging Deficit Views of Latinx Students: A Strength‐based Perspective

Carales

López

2020

New Drctns Community Coll

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“…Parallel to the mentoring literature, there is a growing line of research that suggests Latinx college students benefit from informal relationships with institutional agents (e.g., faculty, academic advisors) and/or peers (Bensimon & Dowd, 2009;Cejda & Rhodes, 2004;Herrera, Hernandez Chapar, & Sanchez, 2017;Sandoval-Lucero, Maes, & Klingsmith, 2014;Suarez, 2003;Zell, 2010). Supportive relationships with faculty, staff and peers has been shown to be positively related to a number of psychosocial and academic outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Supportive relationships with faculty, staff and peers has been shown to be positively related to a number of psychosocial and academic outcomes. For Latinx students, this includes increased confidence and selfefficacy, sense of belonging, comfort with the college environment, various forms of engagement, persistence, and degree completion (Bordes & Arredondo 2005;Campos et al, 2009;DeFreitas & Bravo, 2012;Herrera et al, 2017). For example, findings by Tovar (2015) indicate that both the type and quantity of relationships were significantly related to Latinx community college students' academic success.…”

Section: Literature Reviewmentioning

confidence: 99%

Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students

Crisp

Doran

Carales

et al. 2020

JSPTE

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Aim/Purpose: The purpose of this study was to better understand the sources of mentoring and ways in which mentors, as forms of social and familial capital, facilitate the development of capital among Latinx community college students Background: A more focused and nuanced understanding of the role of mentors in further developing Latinx students’ capital is needed to guide mentoring programs in designing asset-based programs that recognize and build upon students’ community cultural wealth Methodology: Drawing from Solórzano and Yosso’s (2001) work, we use asset-based, counter-storytelling as a qualitative, methodological approach to reframe the deficit perspective that is embedded in prior literature on Latinx college students. The sample included 11 Latinx community college students who participated in the Robert Noyce Teacher Scholarship Program. Contribution: Results suggest that mentoring programs designed to serve Latinx community college students may be more efficient and may provide more meaningful support by recognizing and building upon the assets and capital provided by students’ networks and communities. Findings: Interviews revealed that participants leveraged community cultural wealth in the form of mentoring networks established prior to and during college, to develop other forms of capital that enabled them to reach their educational goals. Recommendations for Practitioners: The paper provides practical implications for mentoring programs, initiatives that include a mentoring component, as well as more generally for institutional agents who support Latinx students. Recommendation for Researchers: Findings provide a foundation for future research opportunities that could further examine how supportive relationships with institutional agents promote the educational and professional success of Latinx community college students. Future Research: Several suggestions for future research are provided, including qualitative work that explores how students identify and interact with mentors and other institutional agents during college and how they utilize these relationships to navigate the college environment.

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Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Cited by 7 publications

References 33 publications

“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

“It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways

Challenging Deficit Views of Latinx Students: A Strength‐based Perspective

Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students

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