STEM Identity Development for Latinas: The Role of Self- and Outside Recognition

Rodriguez, Sarah L.; Cunningham, Kelly J.; Jordan, Alec

doi:10.1177/1538192717739958

Cited by 79 publications

(73 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, future work would benefit from examining specific aspects of identity in more depth, such as affirmation and belongingness (Cohen et al., ), rather than a general sense of identity as a scientist. Future studies could also explore the ways that mentoring affects how students gain recognition as a scientist, an experience that has been linked to developing an identity as a scientist (Carlone & Johnson, ; Rodriguez et al., ). Another important area for further research is to focus not only on commitment to a science career, but on success in achieving that career.…”

Section: Discussionmentioning

confidence: 99%

The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

Syed

Zurbriggen

Chemers

et al. 2018

Anal Soc Iss & Public Policy

View full text Add to dashboard Cite

We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of

show abstract

Section: Discussionmentioning

confidence: 99%

The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

Syed

Zurbriggen

Chemers

et al. 2018

Anal Soc Iss & Public Policy

View full text Add to dashboard Cite

show abstract

“…However, Latinx students may experience a lack of opportunities to participate in STEM activities, to engage with STEM mentors prior to college, or see Latinx role models in the field, which may make it difficult for them to develop and maintain SIs (Rodriguez, 2015). Students may also encounter racism, sexism, and other forms of oppression which marginalize them in STEM environments (Carlone & Johnson 2007), and which may hinder Latinx students’ SI development (Rodriguez et al, 2017). In fact, the literature is replete with examples of how students’ race, ethnicity, and gender become barriers to being recognized by others—and are positioned as obstacles that need to be overcome—in order to cultivate a SI.…”

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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…Quite a few studies have offered empirical evidence about the importance of recognition especially for minotirized groups in STEM (e.g., Carlone & Johnson, ; Johnson, Brown, Carlone & Cuevas, ). In a study with 17 Latina undergraduate STEM majors in the United States, Rodriguez, Cunningham, and Jordan () showed that participants, at times, were successful in their pursuit of outside recognition by peers and faculty, but at other times, they were questioned. Specifically, the participants' competency in science was often questioned because they did not fit the stereotypical STEM profile.…”

Section: Empirical Underpinningsmentioning

confidence: 99%

“I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations

Avraamidou

2019

J Res Sci Teach

View full text Add to dashboard Cite

Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities.

show abstract

STEM Identity Development for Latinas: The Role of Self- and Outside Recognition

Cited by 79 publications

References 25 publications

The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

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

“I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations

Contact Info

Product

Resources

About