Critiquing Oppression and Desiring Social Justice: How Undergraduate Latina Students in STEM Engage in Acts of Resistance

Rodriguez, Sarah L.; Bukoski, Beth E.; Cunningham, Kelly J.; Jones, Alden

doi:10.1080/26379112.2020.1838297

Cited by 16 publications

(14 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All of these women reported that they were continuing-generation college students, so they may have benefited from content knowledge and family assistance with navigating college and may have been particularly aware of their marginalized status. Their willingness to take on systems of oppression is inspiring, but the onus is on computing, both as an academic discipline and a career field, to reckon with its complicity in racist and sexist systems (McGee, 2020;Rodriguez et al, 2020a).…”

Section: Acknowledging and Removing Burdens On Minoritized Studentsmentioning

confidence: 99%

Utilizing Community Cultural Wealth to Explore the Experiences of Latina Undergraduate Students in Computing

Rodriguez

Ramirez²,

Lehman³

et al. 2023

J Women Minor Scien Eng

Self Cite

View full text Add to dashboard Cite

A qualitative, phenomenological approach was used in this study to examine how undergraduate Latina students in computing leveraged community cultural wealth (CCW) to succeed in college. Preliminary findings suggest that students leveraged familial, navigational, and resistant capital to succeed in higher education computing spaces. Latina students derived valuable knowledge and skills from their families that they translated into their computing spaces, including content and industry knowledge, traits such as confidence and self-efficacy, and assistance with educational logistics. Students utilized family relationships, online academic resources, classroom peers, student organizations, and campus offices to navigate the challenges they encountered. Students also resisted marginalization in both internal (e.g., individual persistence) and external (e.g., speaking up against injustice) ways to benefit themselves and support future Latina students entering computing fields. Specifically, students leveraged their positions within identity-based student organizations and the larger computing field to mentor and serve as role models. This study suggests that scholars and practitioners might support Latina students by broadening their view of support networks, closing gaps in the computing curriculum, involving family, and acknowledging and removing burdens on minoritized students.

show abstract

Section: Acknowledging and Removing Burdens On Minoritized Studentsmentioning

confidence: 99%

Utilizing Community Cultural Wealth to Explore the Experiences of Latina Undergraduate Students in Computing

Rodriguez

Ramirez²,

Lehman³

et al. 2023

J Women Minor Scien Eng

Self Cite

View full text Add to dashboard Cite

show abstract

“…Within this study, students often moved through most of the stages of Conocimientos and progressed toward transformation. However, one might wonder at what cost this transformation has happened and how Mexican-origin women students will be capable of resisting STEM norms (e.g., Rodriguez, Bukoski, Cunningham, et al, 2020) and able to reconcile connections between their cultural identities and STEM environments.…”

Section: Discussionmentioning

confidence: 99%

“…Emerging literature on Latina students, as a whole, addresses the need for a sense of belonging and the development of an engineering identity (Rodriguez & Blaney, 2020;Rincón & Lane, 2017;Rodriguez, Lu, & Ramirez, 2020;Villa et al, 2016). Scholars have articulated how faculty, peers, family, and religious beliefs influence STEM identity development (Rodriguez, Bukoski, Cunningham, et al, 2020;Rodriguez et al, 2017Rodriguez et al, , 2019Rodriguez, Pilcher, & Garcia-Tellez, 2021) as well as how experiencing a sense of belonging and engaging in acts of resistance can contribute to the success of Latinas in STEM (Rodriguez & Blaney, 2020;Rodriguez, Bukoski, Cunningham, et al, 2020). In particular, without a sense of belonging to their STEM environments, Latina students often become marginalized by their peers and develop feelings of self-doubt and isolation (Rodriguez & Blaney, 2020), while also struggling to keep their "good Mexican daughter" identity.…”

Section: Literature Reviewmentioning

confidence: 99%

Nepantla aquí, Nepantla allá: The Borderlands of Identity from Mexican-Origin Women in STEM

Garza

Rodriguez

Espino

2022

Journal of Hispanic Higher Education

Self Cite

View full text Add to dashboard Cite

The study explored how Mexican-origin women in STEM utilized Anzaldua’s borderlands of identity and Conocimientos to successfully navigate between Mexican-origin cultures and STEM cultures. Students experienced life-changing events during their studies (el arrebato) and felt torn between STEM and Mexican-origin cultures ( Nepantla). However, students also sought to reimagine their futures ( Coyolxuahqui, the blow-up) and use their degrees to help their communities.

show abstract

“…However, much of the literature in this area has centered the computing identity experiences of Latina women. For example, research has shown that Latina students in university settings have resisted marginalization and utilized acts of internal and external transformational resistance to critique oppression and push for social justice in STEM fields (Rodriguez & Blaney, 2021; Rodriguez, Bukoski, et al, 2020). Latinas in computing at universities have also been shown to utilize familial, navigational, and resistant capital to navigate the racialized and gendered challenges that they face within higher education (Rodriguez et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring computing identity development for Latinx students at a Hispanic-serving community college.

Rodriguez,

Stevens

2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

This qualitative, phenomenological research study explored computing identity development of Latinx students at a Hispanic-serving community college. Students in computing sought a more refined computing identity, based upon how they understood computing concepts and their own professional goals. Students who had prior computing experiences and more technical competence found it easier to recognize their computing identity. Findings reveal a range of computing pathways inspiring multiple forms of community cultural wealth and funds of identity. Latinx students drew upon early community cultural wealth and funds of identity from their families and communities while other participants derived their wealth and identity from professional journeys that eventually led them to computing. Students acknowledged the role of the outside world in shaping their computing identity experiences. Central to exploring their computing identity development was the acknowledgment of the growing needs and challenges regarding computing and artificial intelligence present within the larger exo-and macro-systems. These market needs influenced how community college students defined their computing interests, relative competence, and need to perform certain tasks to be recognized as computing people. While students enrolled at a Hispanic-serving community college, they made no reference to any wealth or funds of identities derived from Hispanicserving institution status. Overall, there were few instances in which students emphasized their racial, ethnic, socioeconomic, or gender identities. Likewise, no institutional approaches to serving those identities in the computing identity development process were mentioned.

show abstract

Critiquing Oppression and Desiring Social Justice: How Undergraduate Latina Students in STEM Engage in Acts of Resistance

Cited by 16 publications

References 22 publications

Utilizing Community Cultural Wealth to Explore the Experiences of Latina Undergraduate Students in Computing

Utilizing Community Cultural Wealth to Explore the Experiences of Latina Undergraduate Students in Computing

Nepantla aquí, Nepantla allá: The Borderlands of Identity from Mexican-Origin Women in STEM

Exploring computing identity development for Latinx students at a Hispanic-serving community college.

Contact Info

Product

Resources

About