The influence of <i>familismo</i> on Latina student STEM identity development

Rodriguez, Sarah L.; Pilcher, Amy; Garcia-Tellez, Norma

doi:10.1080/15348431.2019.1588734

Cited by 44 publications

(32 citation statements)

References 26 publications

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“…Findings such as these highlight that, to encourage studentsâĂŹ engagement with CS, it is crucial to provide several points of connection that draw from studentsâĂŹ rich cultural and familial traditions and wealth of knowledge. These indings are corroborated by prior research into the role of familismo [106], meaning strong connections to immediate and extended family that value collaboration and community, in positively inluencing the development of STEM identities for predominantly Latinx students [106].…”

Section: Studentsâăź Experiences With Computerssupporting

confidence: 65%

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

Jacob

Montoya

Nguyen

et al. 2022

ACM Trans. Comput. Educ.

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Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students’ interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and -post surveys of identity showed significant differences favoring students’ experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students’ perceptions of their abilities to pursue computer science and persist when encountering challenges.

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Section: Studentsâăź Experiences With Computerssupporting

confidence: 65%

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

Jacob

Montoya

Nguyen

et al. 2022

ACM Trans. Comput. Educ.

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“…Growing research shows that developing and sustaining a STEM identity (SI) is important for STEM persistence, particularly for historically marginalized students (Rodriguez et al, 2019). “STEM identity” refers to seeing oneself as the type of student who engages in STEM and is recognized in that role (Carlone & Johnson 2007).…”

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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“…The findings also serve to create a counter-story by documenting Latinx parents and family members as mentors, further dispelling the dominant narrative that Latinx families do not value education (Valencia, 2002) and cannot help students' develop capital that will be of use in a college context (Bourdieu & Passeron, 1977). Although this study is not explicitly focused on STEM, we note that findings contribute to the growing body of research that examines the experiences of Latinx STEM college students (Peralta, Caspary, & Boothe, 2013;Rendón et al, 2019;Rincón & Lane, 2017;S. Rodriguez, Pilcher, & Garcia-Tellez, 2019).…”

Section: Discussionmentioning

confidence: 77%

“…There are several ways community colleges can maximize the supportive mechanisms that honor and enhance Latinx cultural assets. For example, we know that Latinx students place value in familismo (S. Rodriguez et al, 2019) so it is important to provide them opportunities (e.g., cultural organizations and activities) to build their own communities on campus as a way of nurturing this particular form of capital. Secondly, institutions could provide professional development for faculty and staff that challenges deficit-thinking regarding the Latinx population.…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students

Crisp

Doran

Carales

et al. 2020

JSPTE

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Aim/Purpose: The purpose of this study was to better understand the sources of mentoring and ways in which mentors, as forms of social and familial capital, facilitate the development of capital among Latinx community college students Background: A more focused and nuanced understanding of the role of mentors in further developing Latinx students’ capital is needed to guide mentoring programs in designing asset-based programs that recognize and build upon students’ community cultural wealth Methodology: Drawing from Solórzano and Yosso’s (2001) work, we use asset-based, counter-storytelling as a qualitative, methodological approach to reframe the deficit perspective that is embedded in prior literature on Latinx college students. The sample included 11 Latinx community college students who participated in the Robert Noyce Teacher Scholarship Program. Contribution: Results suggest that mentoring programs designed to serve Latinx community college students may be more efficient and may provide more meaningful support by recognizing and building upon the assets and capital provided by students’ networks and communities. Findings: Interviews revealed that participants leveraged community cultural wealth in the form of mentoring networks established prior to and during college, to develop other forms of capital that enabled them to reach their educational goals. Recommendations for Practitioners: The paper provides practical implications for mentoring programs, initiatives that include a mentoring component, as well as more generally for institutional agents who support Latinx students. Recommendation for Researchers: Findings provide a foundation for future research opportunities that could further examine how supportive relationships with institutional agents promote the educational and professional success of Latinx community college students. Future Research: Several suggestions for future research are provided, including qualitative work that explores how students identify and interact with mentors and other institutional agents during college and how they utilize these relationships to navigate the college environment.

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The influence of familismo on Latina student STEM identity development

Cited by 44 publications

References 26 publications

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

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

Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students

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