Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

Gonzalez, Elsa; Aguirre, Hilda Cecilia Contreras; Myers, Joenie

doi:10.1177/1538192720918369

Cited by 17 publications

(15 citation statements)

References 24 publications

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“…Latinx students describe how their persistence in STEM majors is derived from wanting to model success for younger siblings and to financially support their families (Aguirre et al, 2020; Gonzalez et al, 2020). Through participation in ethnic-based engineering organizations, students activate community cultural wealth (CCW) to establish family-like relationships with peers and resist racial stereotypes (Revelo, 2015; Revelo & Baber, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Latinx Students Charting Their Own STEM Pathways: How Community Cultural Wealth Informs Their STEM Identities

Rincón

Rodriguez

2020

Journal of Hispanic Higher Education

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Addressing Latinx student underrepresentation in STEM requires an assets-based reimagining of STEM experiences and pathways that facilitate student success. Drawing on data from two qualitative studies of Latinx students pursuing STEM majors, findings reveal that Latinx students draw on at least six distinct forms of cultural assets to facilitate their, and at times their peers’, persistence in STEM. Latinx students then utilize these cultural assets to develop culturally grounded understandings of themselves as STEM individuals.

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Section: Literature Reviewmentioning

confidence: 99%

Latinx Students Charting Their Own STEM Pathways: How Community Cultural Wealth Informs Their STEM Identities

Rincón

Rodriguez

2020

Journal of Hispanic Higher Education

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“…Research on Latinas, Hispanic women, Chicanas, and Mestizas (and other ethno‐political designations of these groups of raced women) in STEM attend to the intersectionally‐linked raced‐gendered‐ethnic‐linguistic oppression these women face (Cantú, 2012; Gonzalez et al, 2020; Stevenson et al, 2019). Such experiences impact how these women recognize their own power to succeed in STEM juxtaposed to the external validation they seek in confirming their ability to succeed in STEM from those “normalized” as representing a STEM identity (Rodriguez et al, 2019).…”

Section: Why Women Of Color In Stem?mentioning

confidence: 99%

Who's who: How “women of color” are (or are not) represented in STEM education research

et al. 2021

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Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of Color.” Using critical race feminism, we engaged in a meta‐synthesis of recent peer‐reviewed, empirical STEM education articles that used the term “Women of Color” to identify (a) how the term “Women of Color” was defined, (b) who was and was not represented by this term and (c) and how research findings accounted for the presence of WOC. We provide a critical discussion of how terminology is used and a call for specificity in equitable and justice‐oriented STEM programming.

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“…Another study investigated mechanisms of resilience among Latinx undergraduates and found intrinsic value orientation to be one key determinant in fostering resilience (Cavazos et al, 2010). Moreover, researchers have suggested intrinsic motivation to be a precursor to resilience, indicating a sequential pattern (Gonzalez et al, 2022). In sum, it is reasonable to expect that greater intrinsic value orientation may equip Latinx undergraduates with a stronger capacity to develop resilience, subsequently combat unjust psychosocial adversity (e.g., discrimination), and reduce the risk of adverse mental health outcomes.…”

Section: Intrinsic Value Orientation Among Hispanic/latinx Undergradu...mentioning

confidence: 99%

The Buffering Effect of Intrinsic Value Orientation on the Relationship between Everyday Discrimination and Mental Health Symptoms among Hispanic/Latinx Undergraduates

Serpas

2021

Journal of Hispanic Higher Education

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Discrimination, as a psychosocial stressor functions as one pathway in reduced mental health among Hispanic/Latinx undergraduates. Intrinsic value orientation is associated with adaptive functioning and may protect from mental health symptoms. From a strengths-based perspective, this study examined intrinsic value orientation as a buffer against adverse effects of discrimination on mental health among Hispanic/Latinx undergraduates enrolled in a Hispanic Serving Institution. Intrinsic value orientation buffered only against depressive symptoms. Hispanic/Latinx mental health implications are discussed.

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Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

Cited by 17 publications

References 24 publications

Latinx Students Charting Their Own STEM Pathways: How Community Cultural Wealth Informs Their STEM Identities

Latinx Students Charting Their Own STEM Pathways: How Community Cultural Wealth Informs Their STEM Identities

Who's who: How “women of color” are (or are not) represented in STEM education research

The Buffering Effect of Intrinsic Value Orientation on the Relationship between Everyday Discrimination and Mental Health Symptoms among Hispanic/Latinx Undergraduates

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