Challenges Experienced by Latina Multilingual Learners in STEM Undergraduate Programs: Framed within LatCrit and Intersectionality

ABSTRACT

Guided by a combination of LatCrit and intersectionality this study examined the challenges Latina Multilingual Learners’ (ML) experienced in STEM and how their multiple marginalized identities (i.e. being Latina, female, and non-native English-speaker) and the oppression related to class, gender, race, and ethnicity influence their perspectives. Using an interpretive phenomenological design, we interviewed 10 Latina ML students from four universities. Hermeneutic phenomenological analysis yielded multiple major challenges in navigating through their undergraduate STEM programs: (a) academic challenges, (b) doubts and lack of confidence, (c) discriminations and biases against Latinas. Also, we discussed how system racism and intersectionality of multiple marginalized identity of Latina ML (i.e. class, gender, race, ethnicity and language) influence and interact with their experiences in STEM.

KEYWORDS:

• Latina multilingual learners
• interpretive phenomenological design
• STEM
• LatCrit and intersectionality

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Science Foundation under Grant # 2024584000.