Seeking the Truth About Latina English Learners' Challenges Experienced in STEM Undergraduate Programs

• In Event: A Focus on Race, Gender, LGBQ+, and English Language Learners in STEM

Abstract

Using an interpretive phenomenological design, we interviewed 10 Latina English Learners (ELs) who were pursuing or just graduated with a STEM degree at four universities to explore and understand the challenges Latina students experienced in STEM undergraduate programs and how they made meaning of the challenges they experienced in the context of the intersectionality of being a Latina EL in STEM. Framed within a combination of LatCrit and intersectionality, this study examined Latina ELs’ challenges experienced in STEM and how their multiple marginalized identities (i.e., being Latina, female, and non-native English-speaker) and the oppression related to class, gender, race, and ethnicity influenced their perspectives. Findings highlighted three major challenges: (a) discriminations and biases, (b) academic challenges, (c) lack of confidence.

Authors

• Qi Shi, Loyola University Maryland
  Presenting Author

• Karen Phillips, Loyola University Maryland
  Presenting Author

• Julius Davis, Bowie State University
  Presenting Author