Success factors impacting Latina/o persistence in higher education leading to STEM opportunities
- 1.2k Downloads
This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions.
KeywordsPersistence Latina/o Inequality Community cultural wealth STEM
- Bensimon, E. M., Dowd, A. C., Chase, M. M., Sawatzky, M., Shieh, L. T., Rall, R. M., et al. (2012). Community college change agents at HSIs: Stewarding HIS-STEM funds for Latino student success in STEM. Los Angeles, CA: University of Southern California.Google Scholar
- Benton Lee, M. (2006). How and why ethnicity matters: A model for developing programs that serve students of color. In M. Benton Lee (Ed.), Ethnicity matters. Rethinking how black, Hispanic and Indian students prepare for and succeed in college (pp. 117–150). New York: Peter Lang Publishing.Google Scholar
- Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New York, NY: New Press.Google Scholar
- Delgado, R. (Ed.). (1995a). Critical race theory: The cutting edge. Philadelphia: Temple University Press.Google Scholar
- Delgado, R. (1995b). The rodrigo chronicles: Conversations about American and race. New York: New York University Press.Google Scholar
- Espinoza, L., & Harris, A. P. (1997). Afterword: Embracing the tar-baby: LatCrit theory and the sticky mess of race. California Law Review, 10, 499–559.Google Scholar
- Gardner, J. W. (1984). Excellence: Can we be equal and excellent too? (Rev ed.). New York: W. W. Norton.Google Scholar
- Hondo, C., Gardiner, M. E., & Sapien, Y. (2008). Latino dropouts in rural America. Realities and possibilities. Albany, NY: State University of New York.Google Scholar
- Institute of Education Sciences. National Center for Education Statistics. (2000). NCES’s urban-centric locale categories, released in 2006. Retrieved from http://nces.ed.gov/pubs2007/ruraled/exhibit_a.asp.
- Kandel, W., & Cromartie, J. (2004). New patterns of Hispanic settlement in rural America. Washington, DC: Economic Research Service. Retrieved from http://www.ers.usda.gov/publications/rdrr99/rdrr99.pdf.
- Marx, G. (2002). Ten trends: Education children for tomorrow’s schools. Journal of School Improvement, 3(1), 18–28.Google Scholar
- Morgan, D. L. (1997). Focus groups as qualitative research. Thousand Oaks, CA: Sage Publications.Google Scholar
- National Education Commission on Time and Learning. (1994). Prisoners of time. Washington, DC: U.S. Government Printing Office.Google Scholar
- Pérez, H.L. (2010). Sueños indocumentados: Using LatCrit to explore the testimonios of undocumented and U.S. born Chicana college students on discourses of racist nativism in education. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
- Rivera, R. (2007). ProQuest Document View. Retrieved September 6, 2012, from Latino Community college transfer in engineering: http://gradworks.umi.com/32/58/3258152.html.
- Rossman, R. B., & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.Google Scholar
- Santiago, S. A., & Soliz, M. (2012). Finding your workforce: The top 25 institutions graduating Latinos in science, technology, engineering, and math (STEM) by academic level—2009-10. Washington, DC: Excelencia in Education.Google Scholar
- Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.Google Scholar
- U.S. Census Bureau. (2011). 2010 Census shows America’s diversity. Retrieve from http://2010.census.gov/news/releases/operations/cb11-cn125.html.
- Wing, A. K. (2000). Global critical race feminism: An international reader. Berkeley Women’s Law Journal, 16, 217–223.Google Scholar
- Yosso, T. J. (2006). Critical race counter stories along the Chicana/Chicano educational pipeline. New York: Routledge Press.Google Scholar
- Yosso, T. J., & García, D. G. (2007). “This is no slum!” A critical race theory analysis of community cultural wealth in culture clash’s Chavez Ravine. Aztlán: A Journal of Chicano Studies, 32, 145–179.Google Scholar