Serving Black Communities at Hispanic Serving Institutions

Vega, Blanca E.

doi:10.1177/10864822221102944

Cited by 5 publications

(2 citation statements)

References 9 publications

(17 reference statements)

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“…Overall, campus leaders should offer sustained support for counterspaces both in terms of investment of material resources as well as in terms of shaping a campus culture that values these spaces. Support for counterspaces can send important messages to the campus community regarding whether and how minoritized groups are recognized and valued, as well as the institution’s overall commitment to diversity, equity, and inclusion (Vega, 2022). Furthermore, diverse campus programs and departments should learn the best practices of counterspaces, as they have the potential to influence broader campus practices and policies in ways that better meet the needs of minoritized students.…”

Section: Discussionmentioning

confidence: 99%

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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Section: Discussionmentioning

confidence: 99%

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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“…As one example, identitybased academic and social support programs (such as the program from which participants of this study were recruited) should be supported both financially and ideologically. Such programs have the potential to function as counterspaces that are vital to minoritized students' experiences in STEM (Choi, 2023;Ong et al, 2018) while also communicating the institution's commitment to diversity, equity, and inclusion (Vega, 2022). Flexible course policies to accommodate students' non-academic responsibilities, (e.g., childrearing, employment), are important as well, along with the institutionalization of holistic support services (e.g., childcare, food insecurity support, mental health support).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Choi

2024

Community College Review

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Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.

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Black and Asian women faculty: a reader’s theater highlighting their experiences across three Hispanic-Serving Institutions

Koonce,

Venegas,

Lancaster

et al. 2023

International Journal of Qualitative Studies in Education

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Serving Black Communities at Hispanic Serving Institutions

Cited by 5 publications

References 9 publications

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

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

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Black and Asian women faculty: a reader’s theater highlighting their experiences across three Hispanic-Serving Institutions

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