Exploring the Academic Socialization of Latina/o University of California, Santa Barbara, STEM Graduate Students

• In Event: 31.031 - Advancing Social Justice by Bridging the Cultural Worlds of Students, Families, Communities, Schools, and Universities

Abstract

Purpose
The purpose of this study is to identify ways that University of California, Santa Barbara (UCSB) Latina/o STEM graduate students’ interactions and relationships with faculty and peers facilitated and challenged their socialization into the academic and social systems of their disciplines and professions.

Theoretical Frameworks
This study of the socialization of doctoral students through activities internal and external to the academic environment (Weidman, Twale, & Stein, 2001) is guided by three theories: Nora’s model of student engagement (2002), which is attuned to students from diverse backgrounds; cultural-historical activity theory (Engeström, 2001; Williams, Davis, & Black, 2007; Yamagata-Lynch, 2010); and cognitive script theory (Schank & Abelson, 2013). These complementary models help frame academic socialization in terms of organizational dynamics in how Latina/o STEM graduate students navigate the multiple dimensions of demonstrating competency in their labs and with their faculty and peers.

Methods
Participants for this study were obtained from STEM departments at UCSB. Graduate students who self-identified as Latina/o were asked to complete a survey and participate in a follow-up individual interview. The final sample for the survey component was 30% (N = 13) and 23% (N = 10) for the interviews. The sample included 77% Mexican American, 15% Central American, and 1% Puerto Rican students. Approximately 31% were multi-racial, and 38% were women. The average age was 28, with a range of 22-34.
Respondents were asked to share insights about their pathways from undergraduate enrollment through graduate school. The survey included 27 items, with additional sub-categories designed to elicit both qualitative and quantitative responses. Individual interviews, ranging from 30-60 minutes, were conducted in a semi-structured format and analyzed with a grounded theory approach (Charmaz, 2006).

Preliminary Findings
Results from the surveys and individual interviews indicated the development of multiple identities in terms of science and non-science affiliations (Tran, Herrera, & Gasiewski, 2011). Key gender differences were found between male and female students’ access to faculty mentorship opportunities and peer support. This gender gap, exacerbated by students’ perceived lack of faculty support, led some female students to decide to follow non-academic professional trajectories into careers in industry rather than the professoriate. In addition, students indicated that ecological stressors based on having to continuously “prove yourself” given ethnic and gender domains were reinforced with microaggressions in admission, funding, and professional development opportunities. Despite these barriers, students’ adaptability to academic expectations and organizational teamwork resulted in their successful navigation of STEM-related degree milestones.

Scholarly Significance and Implications
A valuable outcome of this study will be greater understanding of the academic socialization of Latina/o STEM graduate students and their adaptability to the norms, traditions, and cultural expectations in STEM departments at an Emerging Hispanic-Serving Institution (HSI) and public land-grant institution. Critical to this process are the roles of faculty mentorships, peer support, and exposure to research-related activities such as publications, conference presentations, and small team organizational activities that promote the advancement of Latina/o professional development.

Authors

• Henry L. Covarrubias, University of California - Santa Barbara

• Richard P. Duran, University of California - Santa Barbara