Leadership Through the Lenses of Latinas

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

doi:10.4324/9781003002758-13

Cited by 4 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: 99%

“…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 exploring WOC’s STEM transfer experiences across 2- and 4-year HSIs.…”

Section: Woc Achieving Success and Persistence In Stemmentioning

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: 99%

Section: Woc Achieving Success and Persistence In Stemmentioning

confidence: 99%

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

et al. 2022

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“…They argue pre‐college contexts should also be an area of focus in leadership development. Aguirre et al.’s (2020) study of 10 Latina student leaders and resilience also emphasized leadership development as a means of individual growth, retention, and persistence. Rodriguez et al.’s (2020) work in developing Science, Technology, Engineering, and Math (STEM) identity in Latinas, while not specifically focused on Latina leadership development, found that there was a distinct understanding among her participants that their presence as a Latina in an STEM major positioned them as either formal or informal leaders.…”

Section: Theory and Research Related To Latinx Students And Leadershipmentioning

confidence: 99%

Hispanic Serving Institutions (HSIs) role in the development of Latinx student leaders

Venegas

2021

New Drctns Student Lead

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According to the Hispanic Association of Colleges and Universities, Hispanic Serving Institutions (HSIs) are defined as colleges, universities, or system/districts where total Hispanic enrollment constitutes a minimum of 25% of the total enrollment. Due to the enrollment dependent nature of HSIs, an institution's designation may change over time. This article will include a discussion of how HSIs develop campus cultures that go beyond their designation to support the leader development of students.

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Building a wisdom community through femtoring/mentoring: Latinx faculty and students at a Hispanic-serving institution

Contreras Aguirre

2024

IJMCE

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PurposeThe purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.Design/methodology/approachThis study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.FindingsUndergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.Research limitations/implicationsThe study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.Practical implicationsHispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.Originality/valueThis paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.

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Leadership Through the Lenses of Latinas

Cited by 4 publications

References 0 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

Hispanic Serving Institutions (HSIs) role in the development of Latinx student leaders

Building a wisdom community through femtoring/mentoring: Latinx faculty and students at a Hispanic-serving institution

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