For the U.S. to retain a leading role in understanding the solar system and the universe, a diverse and highly skilled STEM workforce is required. This qualitative study of the K-12 and higher education lived experiences of 30 Latinas who have earned STEM degrees and work in space exploration contributes to existing research by (a) offering insight on the types of achievement motivation that drives them to succeed along these challenging academic pathways; (b) providing an understanding of how Latinas in space exploration developed their science identities, and at what point they felt like they belonged as “real” scientists, engineers and technologists; and (c) exploring the impact of the Latina identity on achievement motivation and science identity development. Results were analyzed through the lenses of Ryan and Deci’s (1985; 2000) Self-Determination Theory and Carlone and Johnson’s (2007) Science Identity Theory. Results suggest that the achievement motivation of Latinas in space exploration is most heavily impacted by extrinsic factors, such as career attainment and/or growth, financial stability, and honoring one’s family. To a lesser extent, participants were intrinsically motivated by passion for the subject matter and inner strength or conviction. Achievement motivation evolved across the educational continuum, and intrinsic motivation was best catalyzed by positive STEM learning experiences at all educational levels. The people who contributed to the development of science identity (in positive and negative ways) included parents, teachers, faculty, peers, mentors, and industry professionals. Experiences that positively contributed to science identity development were hands-on learning activities, participation in STEM-focused programs, and internship and research opportunities. However, most participants did not feel like “real” scientists, engineers, and technologists until early career or later. Latina cultural norms and expectations were found to impact achievement motivation and science identity development positively and negatively. This study reinforces the need for educators at all levels to consider achievement motivation and science identity together when designing curricula and activities to support Latinas and other minoritized students in STEM.
","abstract_html":"<p>For the U.S. to retain a leading role in understanding the solar system and the universe, a diverse and highly skilled STEM workforce is required. This qualitative study of the K-12 and higher education lived experiences of 30 Latinas who have earned STEM degrees and work in space exploration contributes to existing research by (a) offering insight on the types of achievement motivation that drives them to succeed along these challenging academic pathways; (b) providing an understanding of how Latinas in space exploration developed their science identities, and at what point they felt like they belonged as “real” scientists, engineers and technologists; and (c) exploring the impact of the Latina identity on achievement motivation and science identity development. Results were analyzed through the lenses of Ryan and Deci’s (1985; 2000) Self-Determination Theory and Carlone and Johnson’s (2007) Science Identity Theory. Results suggest that the achievement motivation of Latinas in space exploration is most heavily impacted by extrinsic factors, such as career attainment and/or growth, financial stability, and honoring one’s family. To a lesser extent, participants were intrinsically motivated by passion for the subject matter and inner strength or conviction. Achievement motivation evolved across the educational continuum, and intrinsic motivation was best catalyzed by positive STEM learning experiences at all educational levels. The people who contributed to the development of science identity (in positive and negative ways) included parents, teachers, faculty, peers, mentors, and industry professionals. Experiences that positively contributed to science identity development were hands-on learning activities, participation in STEM-focused programs, and internship and research opportunities. However, most participants did not feel like “real” scientists, engineers, and technologists until early career or later. Latina cultural norms and expectations were found to impact achievement motivation and science identity development positively and negatively. This study reinforces the need for educators at all levels to consider achievement motivation and science identity together when designing curricula and activities to support Latinas and other minoritized students in STEM.</p>","abstract_has_math":false,"creators":["Sanchez, Roslyn Soto"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Linda Perkins","June Hilton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["Achievement motivation","Engineering","Latinas","Science identity","Space exploration","Stem","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1066","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Perkins","June Hilton"]},{"key":"dc:creator","label":"Author","values":["Sanchez, Roslyn Soto"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement motivation","Engineering","Latinas","Science identity","Space exploration","Stem","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1066"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For the U.S. to retain a leading role in understanding the solar system and the universe, a diverse and highly skilled STEM workforce is required. This qualitative study of the K-12 and higher education lived experiences of 30 Latinas who have earned STEM degrees and work in space exploration contributes to existing research by (a) offering insight on the types of achievement motivation that drives them to succeed along these challenging academic pathways; (b) providing an understanding of how Latinas in space exploration developed their science identities, and at what point they felt like they belonged as “real” scientists, engineers and technologists; and (c) exploring the impact of the Latina identity on achievement motivation and science identity development. Results were analyzed through the lenses of Ryan and Deci’s (1985; 2000) Self-Determination Theory and Carlone and Johnson’s (2007) Science Identity Theory. Results suggest that the achievement motivation of Latinas in space exploration is most heavily impacted by extrinsic factors, such as career attainment and/or growth, financial stability, and honoring one’s family. To a lesser extent, participants were intrinsically motivated by passion for the subject matter and inner strength or conviction. Achievement motivation evolved across the educational continuum, and intrinsic motivation was best catalyzed by positive STEM learning experiences at all educational levels. The people who contributed to the development of science identity (in positive and negative ways) included parents, teachers, faculty, peers, mentors, and industry professionals. Experiences that positively contributed to science identity development were hands-on learning activities, participation in STEM-focused programs, and internship and research opportunities. However, most participants did not feel like “real” scientists, engineers, and technologists until early career or later. Latina cultural norms and expectations were found to impact achievement motivation and science identity development positively and negatively. This study reinforces the need for educators at all levels to consider achievement motivation and science identity together when designing curricula and activities to support Latinas and other minoritized students in STEM.
"]},{"key":"dc:title","label":"Title","values":["Educational Experiences of Latinas in Space Exploration: Achievement Motivation and Science Identity Development"]}]}],"canonical_facts":{"dc:contributor":["Linda Perkins","June Hilton"],"dc:creator":["Sanchez, Roslyn Soto"],"dc:date.available":["2026-05-12T07:00:00Z"],"dc:description.abstract":["For the U.S. to retain a leading role in understanding the solar system and the universe, a diverse and highly skilled STEM workforce is required. This qualitative study of the K-12 and higher education lived experiences of 30 Latinas who have earned STEM degrees and work in space exploration contributes to existing research by (a) offering insight on the types of achievement motivation that drives them to succeed along these challenging academic pathways; (b) providing an understanding of how Latinas in space exploration developed their science identities, and at what point they felt like they belonged as “real” scientists, engineers and technologists; and (c) exploring the impact of the Latina identity on achievement motivation and science identity development. Results were analyzed through the lenses of Ryan and Deci’s (1985; 2000) Self-Determination Theory and Carlone and Johnson’s (2007) Science Identity Theory. Results suggest that the achievement motivation of Latinas in space exploration is most heavily impacted by extrinsic factors, such as career attainment and/or growth, financial stability, and honoring one’s family. To a lesser extent, participants were intrinsically motivated by passion for the subject matter and inner strength or conviction. Achievement motivation evolved across the educational continuum, and intrinsic motivation was best catalyzed by positive STEM learning experiences at all educational levels. The people who contributed to the development of science identity (in positive and negative ways) included parents, teachers, faculty, peers, mentors, and industry professionals. Experiences that positively contributed to science identity development were hands-on learning activities, participation in STEM-focused programs, and internship and research opportunities. However, most participants did not feel like “real” scientists, engineers, and technologists until early career or later. Latina cultural norms and expectations were found to impact achievement motivation and science identity development positively and negatively. This study reinforces the need for educators at all levels to consider achievement motivation and science identity together when designing curricula and activities to support Latinas and other minoritized students in STEM.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1066"],"dc:subject":["Achievement motivation","Engineering","Latinas","Science identity","Space exploration","Stem","Education"],"dc:title":["Educational Experiences of Latinas in Space Exploration: Achievement Motivation and Science Identity Development"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}