Curando La Comunidad [Healing the Community]: Community-Centered STEM Identity

Herrera, Felisha A.; Sánchez, Gabriela Kovats

doi:10.1177/15381927211069543

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…More broadly, prior HSI‐centered work has also articulated the benefits of HSI enrollment on psychological well‐being and resilience for Latinx STEM students (Garibay, 2022; Thornhill et al., 2022). In addition, HSCCs can encourage the development of STEM identities for Latinx students through engagement and centeredness in Latinx communities (Herrera & Kovats Sánchez, 2022). Furthermore, HSIs can be spaces of significant racial identity development.…”

Section: Hsccs As Promising Spaces For Latinx Engineering Studentsmentioning

confidence: 99%

Creating a culture of servingness for Latinx engineering students in Hispanic‐serving community colleges

Rodriguez,

Berhane

2024

New Drctns Community Coll

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This paper will describe the promise Hispanic‐serving Community Colleges (HSCCs) have for creating a culture of servingness, including curricular and co‐curricular supports, transfer infrastructure, engineering identity development, and other mechanisms that can positively impact Latinx engineering learners. We will outline current research and trends regarding Latinx engineering collegians at HSCCs. In addition, we will provide recommendations for how community college practitioners at HSCCs can promote a culture of servingness and encourage the development of Latinx engineering students.

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Section: Hsccs As Promising Spaces For Latinx Engineering Studentsmentioning

confidence: 99%

Creating a culture of servingness for Latinx engineering students in Hispanic‐serving community colleges

Rodriguez,

Berhane

2024

New Drctns Community Coll

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“…Latinx STEM students may utilize the unique HSI context to combat such stigma and challenges. For example, Latinx STEM community college students who transferred to 4-year HSIs were shown to develop their STEM identities through their engagement and centeredness within Latinx communities (e.g., family border crossings, Chicano identity, activism, promoting future generations; Herrera & Kovats Sánchez, 2022). It is possible that rooting one’s computing identity in the context of their home communities could, to a degree, counteract the stigma of community colleges.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring computing identity development for Latinx students at a Hispanic-serving community college.

Rodriguez,

Stevens

2023

Journal of Diversity in Higher Education

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This qualitative, phenomenological research study explored computing identity development of Latinx students at a Hispanic-serving community college. Students in computing sought a more refined computing identity, based upon how they understood computing concepts and their own professional goals. Students who had prior computing experiences and more technical competence found it easier to recognize their computing identity. Findings reveal a range of computing pathways inspiring multiple forms of community cultural wealth and funds of identity. Latinx students drew upon early community cultural wealth and funds of identity from their families and communities while other participants derived their wealth and identity from professional journeys that eventually led them to computing. Students acknowledged the role of the outside world in shaping their computing identity experiences. Central to exploring their computing identity development was the acknowledgment of the growing needs and challenges regarding computing and artificial intelligence present within the larger exo-and macro-systems. These market needs influenced how community college students defined their computing interests, relative competence, and need to perform certain tasks to be recognized as computing people. While students enrolled at a Hispanic-serving community college, they made no reference to any wealth or funds of identities derived from Hispanicserving institution status. Overall, there were few instances in which students emphasized their racial, ethnic, socioeconomic, or gender identities. Likewise, no institutional approaches to serving those identities in the computing identity development process were mentioned.

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“…Culturally Responsive Pedagogy (CRP) promotes diversity and inclusivity in STEM education and calls for transforming the curriculum, student-teacher relationships, classroom climate, and instructional and evaluation strategies [16]. In [17], Herrera et al argued that Hispanic and other URM students feel a lower sense of belonging to STEM disciplines due to conflicting cultural and STEM identities and values. Furthermore, Latinx students often pursue STEM majors motivated by altruistic values like social justice, advancing humanity, and giving back to their community.…”

Section: Culturally Responsive and Sustaining Pedagogymentioning

confidence: 99%

“…CRPs break down the false dichotomy of STEM problems as strictly "technical" or "social" and play a key role in connecting science with real-world and community problems [18], [19]. This enables students to develop their science and cultural identities without conflicts and improves the students' self-efficacy, belonging, and identity to STEM [17], [18], [20], [21].…”

Section: Culturally Responsive and Sustaining Pedagogymentioning

confidence: 99%