Examining Experiences of Cultural Mismatch for First-Generation STEM Students With Intersecting Stigmatized Identities

• In Event: Agency, Affect, and Identity in Science Learning

Abstract

It is well established that first-generation college students experience greater social alienation and marginalization due to a mismatch of cultural values in their pursuit of undergraduate STEM degrees. Cultural mismatch theory has been used to illuminate social class inequalities produced by structural mismatches between educational aspirations and actual experiences in university environments (e.g., interdependence vs. independent culture) that contribute to first-generation and continuing-generation achievement and retention gaps. However, little is known about the intersection of first-generation status and other stigmatized identities. Our study examined STEM students’ perceptions of inclusivity mediated through instances where their cultural values (i.e., religion, race/ethnicity, non-traditional) misaligned with the cultural values of their academic environment in efforts to create more equitable opportunities in STEM education.

Authors

• Angela Google, University of Rhode Island
  Presenting Author

• Jeremiah Henning, University of South Alabama
  Non-Presenting Author

• Sophia Houston, University of South Alabama
  Non-Presenting Author