"Representing" in Engineering: Phenomenology of Mathematics Success Among Latin@ Men at a Predominantly White Institution

• In Event: Roundtable Session 20
  In Roundtable Session: Identity Formation and College Success Among Latino and African American Men

Abstract

Latin@s, despite their underrepresentation in STEM, demonstrated an increase of nearly 75% in engineering degree completion over the last 15 years (National Science Foundation, 2015). Scholars are calling for analyses of Latin@s’ experiences in postsecondary STEM education including the racialized space of mathematics to further advance such recruitment and retention (Cole & Espinoza, 2008; Crisp, Nora, & Taggart, 2009). This paper presents findings from a phenomenological study using intersectionality from critical race theory (Solórzano & Yosso, 2002) and LatCrit theory (Bernal, 2002) to detail mathematics success among five Latin@ engineering majors at a predominantly white institution. Implications are raised for postsecondary education in building more inclusive mathematics classrooms and STEM co-curricular opportunities for Latin@s and other underrepresented populations.

Author

• Luis Antonio Leyva, Rutgers University