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This paper is a subset of a research study which examines the lived experiences of three Latinas (Dalia, Laurita, and Karmen) as related to their educational resilience and persistence generally as well as specifically in STEM fields. Through a sociocultural framework (Lemke, 2001), this research demonstrates that, based on the participants’ experiences, Latino parents are highly engaged in their daughters’ education through establishing a culture of high expectations, in delivering constant emotional support and trust in their daughters’ decision-making processes, and in providing traditionally-conceived and sought-after types of school-based “parental involvement” (Goodall & Vorhaus, 2011). This work challenges deficit perspectives of Latino parental involvement in schooling, highlighting instead sociocultural strengths contributing to Latina girls’ persistence in STEM fields.
Katie Brkich, Georgia Southern University
Gillian Ursula Bayne, Lehman College - CUNY
Lorena Claeys, The University of Texas - San Antonio
Belinda Bustos Flores, The University of Texas - San Antonio
Alejandro J. Gallard, Georgia Southern University
Wesley B Pitts, Lehman College - CUNY
Alma Stevenson, Georgia Southern University
Beth A. Wassell, Rowan University