Navigating Unimagined Dreams: The Experiences of Latino/a/e Graduate Students in Computing at a Hispanic-Serving Institution

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

Abstract

Purpose
Latino/a/e students continue to be underrepresented in graduate programs, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). To shed light on this issue, this paper delves into the experiences of three Latino/a/e students pursuing computing graduate degrees at a Hispanic-Serving Institution. The primary objective of this research is to investigate the various forms of support and barriers these students encountered during graduate school. By focusing on their unique perspectives, this study aims to identify potential strategies to promote inclusivity and foster a more supportive environment for Latino/a/e students in STEM graduate programs.

Theoretical framework
This paper was guided by Bronfenbrenner’s (1977) ecological systems model, which higher education researchers have applied to examine the experiences of college students (Renn & Arnold, 2003). Ecological models allow the researcher to analyze the process by which students are influenced by their environments and the outcomes of these processes (Renn & Arnold, 2003).

Methods and Data sources
Data for this paper comes from a larger research project that examined the cultures of HSI computing departments. Ethnographic case studies (Eisenhardt & Graebner, 2007) were conducted at four institutions from the Computing Alliance of Hispanic-Serving Institutions (CAHSI), a consortium of institutions and individuals working together to increase the number of Latinx in computing (Gates et al., 2016). Semi-structured interviews were conducted with a Latino and Latina doctoral student, and a Latina master’s student. Protocols were designed based on extant literature on STEM student success and the distinctive qualities of HSIs, and also included open-ended questions to allow for flexibility (Merriam, 2009).

Findings
During this study, graduate students were interviewed about their experiences in their graduate programs, revealing a diverse array of supports and barriers. These students encountered both academic and non-academic challenges. Among the academic hurdles was the difficulty in finding a research topic due to limited engagement with research projects at the master's level. On the other hand, non-academic barriers, such as imposter syndrome, surfaced, particularly stemming from the underrepresentation of women in the field of computing.

Despite the obstacles, the students recounted instances of invaluable support from peers and faculty. One participant described support from a graduate student in her research lab, who not only assisted her in selecting classes, but also served as a mentor. Additionally, the master’s student who was interviewed, explained that women faculty in her department contributed to her sense of belonging in computing. Overall students navigated various barriers, but through the support from their peers and faculty, they were able to overcome obstacles and persist in graduate school.

Significance
Data from this paper describe the various supports and barriers Latino/a/e students encounter as they navigate graduate programs in computing at HSIs. Given the lack of representation of Latino/a/e graduate students in STEM, even at HSIs, further understanding of the supports and barriers students encounter can inform how institutions promote the success of Latino/a/e students in computing.

Author

• Jessica Rivera, University of Texas - San Antonio