In Search of Equitable Learning Conditions for Latina English Learners in STEM Undergraduate Programs (Poster 41)

• In Event: AERA Virtual Poster Session 4
  In Poster Session: College Student Learning and Development (Posters): Examining Individual Narratives

Abstract

This phenomenological study aims to describe the lived experiences of Latina ELs sense of belonging in STEM undergraduate programs. Guided by Strayhorn’s sense of belonging model and tenets from intersectionality by Crenshaw, this study uses interpretive/hermeneutic phenomenological design and finds two major themes: (a) Latina ELs’ sense of belonging in STEM; and (b) Latina intersectional STEM identity development. This study could help advance both theory and knowledge of Latina ELs’ experience in STEM. Findings will help counselors, educators, and researchers to design interventions and programs to address the unique needs of Latina ELs and to develop retention and recruitment policies and practices to increase the number of Latina EL students majoring in STEM disciplines and entering STEM careers.

Authors

• Qi Shi, Loyola University Maryland

• Karen Phillips, Loyola University Maryland

• Julius Davis, Bowie State University