An Asset-Based Approach to Advancing Latina Students in STEM

Gonzalez, Elsa; Fernandez, Frank; Wilson, Miranda

doi:10.4324/9781003002758

Cited by 13 publications

(2 citation statements)

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“…Specifically in terms of Latina students’ experiences in STEM, there is growing literature documenting their experiences in 4-year STEM programs (e.g., Banda & Flowers, 2018; Cantú, 2008; Gonzalez et al, 2020; Rodriguez & Blaney, 2021). However, despite studies that address the experiences of women of color community college STEM students more generally (e.g., Reyes, 2011; Rodriguez et al, 2017), Latinas’ experiences in and through community college STEM programs are underexplored.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Specifically, the percentage of Latina STEM bachelor’s degree recipients has not seen much change over the last decade (NSF, 2021), despite Latinas’ increasing participation in higher education more broadly (Gándara, 2015). Beyond the issue of underrepresentation, Latinas have been documented to experience a lack of sense of belonging and an overall “chilly,” or unsupportive and unwelcoming, climate in their pursuit of STEM (Banda & Flowers, 2018; Cantú, 2008; Gonzalez et al, 2020; Rodriguez & Blaney, 2021). Thus, there is a need to seek solutions that can increase Latinas’ participation in STEM while also ensuring that they are supported in an ongoing manner throughout their educational trajectories.…”

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confidence: 99%

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Counterspaces as sites of fostering and amplifying community college Latinas’ resistance narratives in STEM.

Choi¹

2023

Journal of Diversity in Higher Education

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Counterspaces are academic and social safe spaces that provide support and collegiality among historically underrepresented and minoritized students. However, much of the existing literature focuses on counterspaces at 4-year institutions and without a specific focus on supporting minoritized students in the science, technology, engineering, and mathematics (STEM) disciplines. Additionally, the experiences of Latinas in community college STEM programs and how they make sense of their experiences through the support of a STEM-specific counterspace are underexplored topics. Using an intersectional lens and asset-based approaches, this study examined how a STEM support program embedded in one community college in California fostered and amplified nine Latinas’ navigation strategies in STEM. An analysis of participant interviews resulted in three main ways the Latinas narrativized their experiences as minoritized individuals in STEM, as well as how the STEM-specific counterspace facilitated these narratives of resistance through multiple aspects of the program. This study points to the need to recognize, support, and expand the work of similar counterspaces embedded in community colleges so that they support Latinas and other minoritized individuals in STEM, through the recognition of these students’ agency and capacity to envision and enact empowered versions of themselves.

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