Latin@s in Science, Technology, Engineering, and Mathematics (STEM) at the Intersections

Rincón, Blanca E.; Lane, Tonisha B.

doi:10.1080/10665684.2017.1301838

Cited by 20 publications

(16 citation statements)

References 28 publications

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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: 78%

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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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Section: Discussionmentioning

confidence: 78%

“…There is a particular need to promote racial/ethnic equity within particular fields. Notably, Latinx students currently have lower rates of entrance and persistence into science, technology, engineering, and math (STEM) fields when compared to white and Asian American students (Rincón & Lane, 2017).…”

Section: Introductionmentioning

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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“…Background variables are important to consider because they shape how students respond to the institutional context. Social identities, and their intersections, are important determinants of entrance and persistence in STEM fields (Bonous-Hammarth, 2000; Rincón & Lane, 2017). In particular, Latinx students have one of the largest gender gaps in STEM participation (NSB, 2014).…”

Section: Methodsmentioning

confidence: 99%

Does Latinx Representation Matter for Latinx Student Retention in STEM?

Rincón

2018

Journal of Hispanic Higher Education

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Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

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“…All of these experiences can threaten an individual’s sense of belonging in STEM and subsequent ability to develop an identity as a scientist or engineer (Rodriguez et al, 2017). While there is a substantive body of literature on racially minoritized students in STEM (broadly) and in engineering (in particular), there is much to learn in term of Latina/o/x students’ specific experiences and outcomes (Revelo & Baber, 2018; Rincón & Lane, 2017; Rodriguez, et al, 2017). As Revelo and Baber (2018) note, disaggregated information by demographic backgrounds (e.g., gender, race, and ethnicity) “is necessary to reveal the nuanced experiences of specific populations in engineering programs” (p. 250).…”

Section: Introductionmentioning

confidence: 99%

“…To this end, the goal of this research is to understand how one STEM intervention program at a 4-year public university in California supported a sense of belonging among Latino males pursuing an undergraduate engineering degree. Engineering is an important context to explore given that Latina/o/x students are more likely to pursue this discipline than other STEM fields (Rincón & Lane, 2017). Our central research question is: (1) How does the Engineering Retention Program (ERP) uniquely foster sense of belonging and support community building in engineering among Latino male undergraduate students?…”

Section: Introductionmentioning

confidence: 99%

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

Abrica

Lane

Zobac

et al. 2020

Journal of Hispanic Higher Education

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Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

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Latin@s in Science, Technology, Engineering, and Mathematics (STEM) at the Intersections

Cited by 20 publications

References 28 publications

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

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

Does Latinx Representation Matter for Latinx Student Retention in STEM?

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

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