Cultivating an Engineering Identity Among Latinx Youth and Addressing Gender Disparities Through Culturally Responsive Efforts

• In Event: Culturally Responsive Practices and Mentorship in STEM Education

Abstract

Cultivating high school students' engineering career aspirations necessitates efforts to help them see themselves in the role of an engineer. This study examines the effects of an out-of-school learning experience designed for Latinx high school students, focusing on an invisible group: children of migratory/seasonal farmworkers. Out-of-school experiences are more impactful when incorporating students’ community settings and cultural backgrounds. Thus, we created a hands-on, culturally responsive engineering activity that engaged migratory students’ desire to make a positive impact in the world while highlighting their culture and home knowledge. Pre-and-post surveys showed a significant increase in the critical areas that support identity development: interest, recognition, and self-efficacy beliefs. The existing gender gap in recognition and tinkering self-efficacy beliefs significantly decreased after the activity.

Authors

• Dina Verdin, Arizona State University

• Ulises Juan Trujillo Garcia, Arizona State University - Polytechnic