Discerning contextual complexities in STEM career pathways: insights from successful Latinas

Martínez, Alejandro J. Gallard; Pitts, Wesley; Robles, S. Lizette Ramos de; Brkich, Katie L.; Bustos, Belinda Flores; Claeys, Lorena

doi:10.1007/s11422-018-9900-2

Cited by 14 publications

(4 citation statements)

References 12 publications

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“…Studies also suggest that Latine ethnicity plays a role in concert with gender (e.g., Beeton et al, 2012;Chapman et al, 2020;Gallard Martínez et al, 2019), though our study does not. Our inability to detect an effect of ethnicity may be at least partially dependent on the setting of the study where Hispanic/Latine ethnic identities may be more affirmed.…”

Section: Gender and Ethnic Demographic Variablescontrasting

confidence: 70%

Constructing STEM identity: An expanded structural model for STEM identity research

Dou

Cian

2021

J Res Sci Teach

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Identity development frameworks provide insight into why and to what extent individuals engage in STEMrelated activities. While studies of "STEM identity" often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurementbased perspective of participation in opportunities billed as "STEM." In this study, we tested two expanded structural equation models of STEM identity development, building off extensions of science and disciplinary-identity frameworks, that incorporated additional factors relevant to identity development: gender, ethnicity, home science support, parental education, and experiencing science talk in the home.

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Section: Gender and Ethnic Demographic Variablescontrasting

confidence: 70%

Constructing STEM identity: An expanded structural model for STEM identity research

Dou

Cian

2021

J Res Sci Teach

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“…Similarly, Sparks et al (2021) describe the importance of spaces and programs that provide access to Latina STEM professional role models and mentors, where students are encouraged to draw on "their race/ethnicity and culture for resiliency" (p. 11). A final related example of identity work around successful Latinas in STEM comes from Martínez et al (2019), who utilize the theoretical construct of contextual mitigating factors (CMFs) to understand how Latinas develop "critical consciousness in the form of resiliency" in STEM related contextualized spaces and social interactions in order to "develop the ability to succeed in STEM pipelines" (p. 1098).…”

Section: Literature Review: Underrepresented Stem Identitiesmentioning

confidence: 99%

From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students

et al. 2021

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Science, technology, engineering, and mathematics (STEM) educational camps and fellowships that specifically target underrepresented populations in STEM fields, such as Latinas, have become more common place across the United States. In this article, we analyze multimodal ways of representing, opportunities, and role-models present at these camps, which together assemble an environment that uplifts participants with greater knowledge about possible STEM educational/career pathways and develops within participants an identity as future STEM professionals. We place identity and the power of imagination front and center in our study and through a multimodal systemic functional linguistics approach (Przymus et al., 2020), we analyze the experience of six Latina high school students and document all meaning-making textual interactions that moved these Latina STEM Fellowship (LSF) participants from imagined to in- practice and performed STEM identities. Results indicate that participants are deeply aware of the stereotype threat and identity contingencies that face Latinas in STEM careers, but that interacting with other high school Latina peers and with accomplished Latina scientists at the LSF worked to counteract these challenges and discourses of deficit.

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“…A literatura sugere que tanto a motivação intrínseca quanto a extrínseca desempenham um papel nas escolhas das mulheres. Alguns exemplos comuns de motivação intrínseca (automotivação) apontados foram: um interesse primário pela ciência; amor pela matéria, por aprender coisas novas ou por "construir coisas" (Martínez et al, 2019); e ambição por uma carreira acadêmica (Sax et al, 2016). A motivação extrínseca foi descrita como relacionada à influência familiar; incentivo e reconhecimento de professores (Hazari et al, 2017;; experiências agradáveis nas ciências escolares (Dabney & Tai, 2014;Wang, Hazari, Cass, & Lock, 2018); e inspiração a partir de cientistas históricas (Foote & Garg, 2015).…”

Section: Experiências Das Mulheresunclassified

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor

Danielsson

Rezende

et al. 2020

RBPEC

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This work offers a systematic literature review of Brazilian and international research on gender in physics and physics education published over the last decade (2010–2019). We draw on a poststructuralist analytical approach to discuss assumptions about gender and forms of problematization of gender inequalities in physics, referred as problem representations, underlying one hundred and thirty studies. Results show that most studies (76.9%) assume a binary gender model that restricts “gender” to sex-specific issues related to female individuals. The “problem” is represented as the low number of women pursuing careers related to physics. The implied solution is to attract girls to physics and retain female academics in their careers. Around 22.3% of studies assume that “gender” is a relational construct that constitutes power relations between individuals, who may or may not conform to hetero-cis-normative social expectations. The “problem” is represented as the reproduction of gender discourses and stereotypes within and about the cultures of physics and physics education. Only one study assume “gender” as one of several axes of a complex and dynamic power system that constrains knowledge production in physics, then representing the “problem” as a matter of how theories and practices are perpetuated in the field. We conclude that a call for more gender diversity in physics and physics education should not only address hetero-cis-normative conceptions of gender, but should also challenge strict and specific cultural, social and epistemological norms within the physics community.

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Discerning contextual complexities in STEM career pathways: insights from successful Latinas

Cited by 14 publications

References 12 publications

Constructing STEM identity: An expanded structural model for STEM identity research

Constructing STEM identity: An expanded structural model for STEM identity research

From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

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