“A Latina Can Be an Engineer”: Latinas' Experiences in Engineering at a Hispanic-Serving Institution

• In Event: Advancing Latino/a/e STEM Education Research in Hispanic-Serving Institutions

Abstract

Purpose
The purpose of this research paper is to present findings from a qualitative study examining undergraduate Latinas experiences in engineering at an HSI in south central Texas. This paper focuses on examining Latina students’ experiences in engineering and how these experiences shaped their sense of identity as Latina women navigating STEM environments.

Theoretical framework
The theoretical framework guiding this work stems from a sociocultural perspective on identity. I draw on Gee’s (2000) notion of identity as D/discourse namely “being recognized as a certain ‘kind of person,’ in a given context” (p. 99). Gee (2014) referred to identity (a way of being) as being “situated in the sense that they are enacted, recognized, and constructed in specific ways in, and for, specific contexts” (p. 24). This approach to identity was taken to better understand how Latinas position themselves as engineering students through their lived experiences navigating STEM pathways.

Methods & Data Sources
I employ a qualitative case study (Yin, 2018) methodology to illuminate the experiences and the patterns across the experiences of five Latina engineering students enrolled in a gateway engineering course at an HSI. The research questions guiding this study are: 1) How do Latinas make sense of their experiences in engineering? 2) How do Latinas’ perceptions of their experiences in engineering shape their sense of identity? Data sources include in-depth interviews and demographic questionnaires collected. Analysis of interview transcripts consisted of initial and focused coding (Saldána, 2015). During the focused round of coding, there was closer reading of transcripts with attention to the concept of identity (Gee, 2014).

Findings
Two themes emerged from the data analysis: 1) understanding of being a Latina in engineering and 2) building an affinity identity through social support networks and spaces. Across the five cases, Latinas shared their understanding of what it means to be a Latina in engineering, often noting the explicit gap in gender and ethnic/racial representation in their courses. Participants shared that despite being one of a few Latinas in their engineering courses they felt a sense of empowerment; as they felt their presence in engineering helped represent their culture and their families. In addition, Latinas engineering identity was supported by the connections and support Latinas developed with peers in their courses and through engineering-related organizations. Latinas interactions with peers and in particular other Latina engineering or STEM major students contributed to their affinity identity as engineering students. The students also noted the important role of racial/ethnic diversity of the university supporting their sense of identity as Latinas in college.

Significance of the study
Findings from this study provide direction for future research on how Latinas experience and develop an engineering identity from a sociocultural perspective. That is, situating students' experiences and how they develop and maintain their identities within STEM learning environments can support our understanding of engineering practices at HSIs.

Author

• Janeth Martinez-Cortes, University of Texas - San Antonio