Latina Resilience in STEM: Strategies of Success in a Texas Hispanic-Serving Institution

• In Event: From Early College to Graduate School: Highlighting Multiple Experiences of Latina Students in Hispanic-Serving Institutions

Abstract

Purpose
Diverse representation in the STEM fields is needed as diverse perspectives produce multiple ways of thinking and knowing (Achieving the Promise of a Diverse STEM Workforce, 2019). Latinas represent a large minority in the U.S. yet are underrepresented in STEM fields (NSF, 2017). Moreover, while Latinas enroll in college at higher rates than Latinos, they are less likely to earn a STEM degree than Latinos (Excelencia in Education, 2015). We seek to understand what successful Latina STEM majors do and experience in higher education. The purpose of this case study is to understand the experiences and strategies of Latinas persisting in STEM fields in a Tier 1 research HSI, as part of an ongoing project investigating Latina STEM majors in Texas HSIs.

Theoretical framework
This research is guided by a resilience framework. Resiliency from a social perspective and broadly defined as success despite risk or the ability to overcome adversity, is influenced by internal and external factors, such as a viable community (Greene, Galambos, & Lee, 2004). This framework can be applied to Latinas in STEM as their unique backgrounds and experiences (first-generation students, immigrants or daughters of immigrants, etc.) influence their professional and social trajectory. Emerging qualitative research on Latinas has begun to show that this group demonstrates certain qualities that are associated with persistence in STEM majors such as strength through moral obligation to family (Authors, 2020), self-efficacy (Authors, 2020) and the goal of future financial autonomy (Authors, 2018). The study framed by a model of Latina resilience (Author, 2020) addresses the next research questions: What role does resilience, as influenced by culture, background, and family and community support, play in the pursuit and completion of a college degree in the STEM fields of Latina students in HSIs in Texas? How do experiences in HSIs in Texas influence the resilience of Latina students in the STEM field?

Method
Qualitative research methods and analyses were employed (Authors, 2020; Lincoln & Guba, 1985). Open-ended interviews were utilized to explore the college experiences of 20 undergraduate Latina STEM majors; questions included thoughts about the STEM departments, family influences, and support systems during college. Content analysis and constant comparative methods were utilized.

Results and Conclusions
Preliminary data illustrate that Latinas at a Texas HSI demonstrate similar lived experiences and strategies related to family, culture, and social STEM experiences or support networks (ex. student organization involvement) and these influenced their retention in STEM. Participants also framed obstacles as successful challenges, suggesting that resilience played a role in their persistence in higher education.

Significance
The knowledge gained from this study has the potential to inform student strategies of success elsewhere, including other underrepresented groups in STEM. Furthermore, the use of an asset-based approach moves away from a student deficit perspective which is important for addressing matters centered on student success. Finally, and perhaps most importantly, qualitative analysis allows one to delve into the experiences of STEM Latina students by employing their own voices and perspectives.

Authors

• Elsa M. Gonzalez, National Science Foundation

• Emma Claudia Perez, University of Houston