Empowering Latina STEM Majors at a Public R1 Doctoral Hispanic-Serving Institution in Texas

Gonzalez, Elsa; Molina, Mauricio; Turner, Sarah C.

doi:10.4324/9781003002758-9

Cited by 2 publications

(3 citation statements)

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“…Findings from this study highlight the narratives of WOC who successfully navigated HSI STEM transfer pathways within disciplinary cultures historically characterized as predominantly White and male, competitive, economic-driven, and prioritizing individual advancement (Carter et al, 2019). Using a multidimensional intersectional approach (Crenshaw, 1989;Núñez, 2014) and the HSI servingness framework (Garcia et al, 2019), this study contributes to a growing body of literature that centers the HSI context in examining the experiences of WOC in STEM (Aguirre et al, 2020;Contreras Aguirre et al, 2020;Gonzalez, Molina, & Turner, 2020). Scholars have argued that the structural diversity of HSIs may decrease isolation and promote a culture of inclusivity to better support Latinx and other underrepresented students in STEM (Madsen Camacho & Lord, 2011).…”

Section: Discussionmentioning

confidence: 76%

“…Although the majority of prior research about WOC in STEM has focused on 4-year and predominantly White institutions (PWIs), research has increasingly focused on HSIs (Contreras Aguirre et al, 2020;Gonzalez, Molina, & Turner, 2020). Much of this work specifically examines Latinas' STEM experiences at 4-year institutions (Aguirre et al, 2020;Contreras Aguirre et al, 2020) and among the most selective, research-intensive universities (Gonzalez, Molina, & Turner, 2020). Our study uses multiple qualitative methods to focus on the intersections of HSIs and CCs by 3 exploring WOC's STEM transfer experiences across 2-and 4-year HSIs.…”

Section: Woc Achieving Success and Persistence In Stemmentioning

confidence: 99%

“…Furthermore, HSIs typically provide greater geographic access due to their location near Latinx and other communities of color (Madsen Camacho & Lord, 2011). A growing body of literature centers on these critical institutional contexts in the STEM experiences of WOC, including first-generation, part-time, and low-income students (Contreras Aguirre et al, 2020;Gonzalez, Molina, & Turner, 2020;Packard et al, 2011;Reyes, 2011;.…”

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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: Discussionmentioning

confidence: 76%

Section: Woc Achieving Success and Persistence In Stemmentioning

confidence: 99%

mentioning

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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Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

Ro,

Aguilar-Smith,

Anderson

et al. 2024

IJ STEM Ed

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Background, context, and purpose of the study Enrolling over 60% of all Latinx undergraduate students, Hispanic-serving institutions (HSIs) are poised to play a critical role in diversifying and strengthening Science, Technology, Engineering, and Mathematics (STEM) education and the STEM workforce. However, how HSIs serve STEM students is not well understood. Accordingly, guided by Garcia et al. (Review of Educational Research 89:5–745, 2019) multidimensional servingness framework, we conducted a systematic review of the research on STEM education within the HSI context. By attending to STEM education in conversations around how HSIs may serve Latinx students and their campus communities, our ultimate aim is to improve STEM education particularly at HSIs and advance STEM servingness more broadly. Results, main findings Through our systematic review of STEM education research at HSIs, we identified (under)studied components of servingness and gaps within this literature base. Specifically, among the 128 qualifying articles, nearly two-thirds focused on student outcomes but overlooked institutions’ organizational context, raising questions about the effect(iveness) of the studied interventions. Additionally, we identified three thematic gaps in this literature: ghosting the HSI context (i.e., relying on HSIs as research sites without considering the unique HSI context); ghosting Latinx culture (i.e., decentering Latinx students and the Latinx community’s sociocultural aspects and assets), and ghosting people and places (i.e., under-examining certain student populations like Latino men in STEM and places like Hispanic-serving community colleges). Ultimately, our study extends the field’s understanding of servingness by attending to STEM education within the context of HSI institutions. Conclusions, brief summary, and potential implications By systematically reviewing studies on STEM education at HSIs, we identified (under)studied components of servingness and patterned gaps within this literature. In doing so, we highlight opportunities to advance STEM servingness at HSIs through future research, policy, and practice. Collectively, these avenues hold the promise of improving STEM education and diversifying the STEM workforce.

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Empowering Latina STEM Majors at a Public R1 Doctoral Hispanic-Serving Institution in Texas

Cited by 2 publications

References 1 publication

“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

Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

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