“Nobody Can Take Away Your Knowledge” STEM Identity Testimonios of First-Generation-In-College Latinx Undergraduate Students

This narrative study examines the testimonios of first-generation-in-college Latinx STEM undergraduate students using LatCrit as a theoretical lens. Four Latinx STEM undergraduate students who identify as first-generation-in-college were interviewed about how their STEM identity initially developed, what challenges they negotiated between their other identities and their STEM identity, and the experiences and identities that strengthened their STEM identity. Three unstructured interviews or pláticas were conducted with each participant. Seven common themes were identified: (a) participants have a passion and interest in their respective STEM fields, (b) childhood, middle, and high school experiences and opportunities are important for STEM identity development, (c) challenges with being a Latina in STEM, (d) challenges with doubting their STEM competence, (e) being recognized by others strengthens their STEM identity, (f) having support from family and peers strengthens their STEM identity, and (g) sense of STEM competence strengthens their STEM identity. Recommendations discussed in the conclusion of this study ask K-12 educators and administrators to ensure that all students receive equitable access to advanced-level mathematics and science courses and to provide outside-of-school STEM experiences that are accessible to all students. Undergraduate institutions also have a responsibility to ensure the success of Latinx STEM students.

Author

• Quiroga Velasquez, Rocio Vaneza

Identifier

hdl:1920/14440

OAI identifier oai:identifier

oai:MARS:1920/14440