STEM Identity Development for Latinas: The Role of Self- and Outside Recognition
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The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.
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The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.
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2012-present
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- College of Human Sciences (parent college)
- Department of Curriculum and Instruction (predecessor)
- Department of Educational Leadership and Policy Studies (predecessor)
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Abstract
This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.
Comments
This article is published as Rodriguez, S. L., Cunningham, K., Jordan, A. (2017). STEM identity development for Latinas: The role of self- and outside recognition. Journal of Hispanic Higher Education. DOI: 10.1177/1538192717739958. Posted with permission.