Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory

Aguirre, Hilda Cecilia Contreras; Gonzalez, Elsa; Banda, Rosa M.

doi:10.1080/09518398.2020.1751894

Cited by 39 publications

(36 citation statements)

References 21 publications

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“…Consistent with prior researchers ( Banda, 2012 ; Peralta et al, 2013 ; Carrandi Molina, 2016 ), we found that family support was instrumental in students engaging and continuing in STEM pathways. Similarly, we found agreement with Contreras Aguirre et al’s (2020) work that found that positive relationships with faculty could similarly support students on their STEM pathway. While prior research studies have indicated the importance of faculty mentoring and contact with instructors ( Martin et al, 2019 ; Winterer et al, 2020 ) and we found that was an important factor for some of our Fellows, the presence of such a supportive faculty member was inconsistently present for our students and instead they more often relied on families, peers, and the cultural capital (or CCW) they brought with them to succeed.…”

Section: Discussionsupporting

confidence: 90%

“…Family influence ranged from students being encouraged to persist when experiencing obstacles, to focus on their coursework and attend college, while also providing emotional and financial support ( Banda, 2012 ; Peralta et al, 2013 ; Carrandi Molina, 2016 ). In rich qualitative interviews, Contreras Aguirre et al (2020) collected data on how students found parental support to be crucial, particularly when they doubted their abilities in school. In a case study of ten undergraduate senior year Hispanic students enrolled in STEM majors, Contreras noted that “the encouragement and support parents provided to their daughters’ influence(d) their major choices and persistence in STEM fields” (p.137).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A further relationship variable found in the Contreras Aguirre et al (2020) case-studies was the report by students of the importance of their relationships with faculty. Students indicated faculty provided them encouragement to continue onto graduate studies with them, to come to them with questions or requests for recommendations, provided interview tips, and motivated students to stay in difficult classes.…”

Section: Literature Reviewmentioning

confidence: 99%

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Critical Incidents for Hispanic Students on the Path to the STEM Doctorate

Horton

Torres-Catanach

2022

Front. Psychol.

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Hispanics are grossly underrepresented in the receipt of STEM Ph.Ds. The National Science Foundation (NSF) Science and Engineering Indicators (Trapani and Hale, 2019) suggest that only 7.8% of S and E doctoral recipients are Hispanic while their representation in the population is more than twice that, and that figure goes even higher if restricted to those within the college-age range. To address this gap, the NSF has awarded a grant (the Hispanic Alliance for Graduate Education and the Professoriate, H-AGEP) to the City College of New York and the University of Texas at El Paso to work with Hispanic STEM doctoral students to provide teaching training and preparation for academic positions so they can become role models for Hispanic community college undergraduates. In working to understand the career-decision making of our Fellows, in-depth interviews were conducted (n = 13) to understand what put them on the path to defy the odds and become a STEM doctoral recipient. Interview results suggest that isolated, critical incidents and chance events were responsible for a number of our students entering into doctoral programs. This research suggests that for some Hispanic STEM doctoral students the experience of chance events meant the path to a STEM doctorate was not assured from a young age and further, that the provision of “planned” critical incidents may support an increase in Hispanic STEM doctoral enrollment.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Critical Incidents for Hispanic Students on the Path to the STEM Doctorate

Horton

Torres-Catanach

2022

Front. Psychol.

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“…Latinas at HSIs may use the practice of resilient resistance and familismo [familism]—beliefs of religiosity, cuentos [stories], consejos [wisdom], and apoyo [support]—to confront the negative educational expectations expressed by others (Liou et al, 2021). Studies on Latinas in science, technology, engineering, and math (STEM) at HSIs highlight how students use family and the cultural values of education and hard work to overcome competitiveness (Aguirre-Covarrubias et al, 2015) and oppression (Contreras Aguirre et al, 2020) in a White, male-dominated field. Given the overlapping forms of oppression that Latinas face—including racism, sexism, nativism, and classism—there is a need to further understand their experiences and to recognize their intersectionality across multiple levels (Núñez, 2014; Zambrana & Hurtado, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The Uncertain Path Toward College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution

et al. 2022

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This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explore the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI? We identify how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality—not only while in college but prior to enrolling as well—is important for researchers and educational leaders to consider.

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“…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; Wang et al, 2017).…”

Section: Situating Woc Stem Experiences Within Institutional Contextsmentioning

confidence: 99%

“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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Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory

Cited by 39 publications

References 21 publications

Critical Incidents for Hispanic Students on the Path to the STEM Doctorate

Critical Incidents for Hispanic Students on the Path to the STEM Doctorate

The Uncertain Path Toward College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution

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

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