Institutions of higher education are uniquely positioned to educate tomorrow’s leaders and initiate change in the number and ethnic diversity of women in leadership roles. The purpose of our study was to understand the essence of Hispanic college women’s leadership identity development with participants and researchers co-constructing meaning. We used individual and group interviews with 11 Hispanic women student leaders at a public, 4-year Hispanic-serving institution in the Southeast. The findings and recommendations suggest administrative and academic members of the academy need to consider ethnicity and gender as well as the biases that still exist in leadership paradigms for further research and programming.

RESUMO O objetivo do estudo foi investigar a existência da conservação das desigualdades sociais e exclusão escolar pelo capital de cultura no Ensino de Ciências do nível fundamental anos finais e, revelá-los por meio deste estudo como contributo para a superação destes. Deste modo, a abordagem qualitativa foi a que melhor que se adequou para a realização deste trabalho, assim como os métodos: descritivo, o método analítico-sintético e sistêmico para o desenvolvimento deste estudo. A pesquisa confirmou que os estudantes do CETI do Ensino Fundamental anos finais são de baixa renda. Constatou o baixo nível educacional dos pais e dos familiares. Explicitou que não é uma prática dos estudantes frequentarem espaços socioculturais valorizados pelas classes dominantes, neste contexto o Ensino de Ciências no CETI-escola para estudantes das classes desfavorecidas-está mantendo a conservação das desigualdades sociais e a exclusão escolar no ensino fundamental anos finais por aspectos culturais. ABSTRACT The objective of the study was to investigate the existence of the conservation of social inequalities and school exclusion by the capital of culture in the Teaching of Sciences of the fundamental level final years and to reveal them through this study as a contribution to the overcoming of these. Thus, the qualitative approach was the one that best suited to the accomplishment of this work, as well as the methods: descriptive, analytical-synthetic and systemic method for the development of this study. The survey confirmed that CETI students in elementary school years are low income. He noted the low educational level of parents and relatives. He explained that it is not a practice for students to attend socio-cultural spaces valued by the ruling classes, in this context 1 Especialista em docência no Ensino Superior. Professora de Ciências-UFPI. Pesquisadora da área de Educação em Ciências.

Utilizing survival analysis, we examined two key first year courses, mathematics and English, and tested whether they were predictive for long-term student success as measured by persistence to graduation at a Hispanic-serving research university. While first math and first English courses were significant, SAT score was not for Hispanic and Black students. High school grade point average (GPA) was significant for Hispanic students but not for White or Black students. ResumenUtilizando el análisis de supervivencia este estudio examinó dos cursos claves de primer año, matemáticas e inglés; y examinó si estos cursos eran predictivos del éxito a largo plazo de los estudiantes, de acuerdo a la persistencia a graduarse en una universidad de investigación de servicio para hispanos. Mientras que los cursos de matemáticas e inglés de primer año fueron significativos; la puntuación del Examen de Admisión para Estudiantes (SAT por sus siglas en inglés) no fue significativa para los estudiantes hispanos y negros. El Promedio de Calificaciones (GPA por sus siglas en inglés) de la preparatoria fue significativo para los estudiantes hispanos pero no lo fue para los estudiantes blancos o negros.

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