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International Journal of Qualitative Studies in Education Volume 33, 2020 - Issue 8: Understanding Latina/o Resilience Guest Editors: Elsa Gonzalez and Frank Fernandez
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Articles

Anchoring comunidad: how first- and continuing-generation Latinx students in STEM engage community cultural wealth

Blanca E. RincónDepartment of Educational Psychology and Higher Education, University of Nevada Las Vegas, Las Vegas, NV, USA; Correspondence[email protected]
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Érica FernándezDepartment of Educational Leadership, Miami University, Oxford, OH, USA; ORCID Iconhttp://orcid.org/0000-0001-5655-3200View further author information
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Mary C. DueñasDepartment of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, Madison, WI, USAView further author information
Pages 840-854 | Received 08 Sep 2019, Accepted 23 Feb 2020, Published online: 01 Apr 2020

Citations (11)

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Read on this site (3)

Juan C. Garibay. (2022) Latinx STEM Students’ Values toward Conducting Research for Social Change: Examining STEM Educational Experiences, HSIs, and Moderating Effects. Journal of Latinos and Education 0:0, pages 1-19.
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Angelica Monarrez, Angela Frederick, Danielle X. Morales, Lourdes E. Echegoyen & Amy Wagler. (2022) Hispanic/Latinx STEM Majors Applying to Graduate School: The Role of Family, Peers, and Undergraduate Research Programs in Facilitating Community Cultural Wealth. Journal of Latinos and Education 0:0, pages 1-15.
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Elsa Gonzalez. (2020) Foreword: understanding Latina/o resilience. International Journal of Qualitative Studies in Education 33:8, pages 791-795.
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Articles from other publishers (8)

Ambar Hernandez Negrete, Kaozong N. Mouavangsou & Natalia Caporale. (2023) Toward asset-based LatCrit pedagogies in STEM: centering Latine students’ strengths to reimagine STEM teaching and practice. Frontiers in Education 8.
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Karen Watkins-Lewis, Mariano R. Sto Domingo, Rupsha Singh, Nicole A. Telfer, Eileen G. Harrington, Rukiya Wideman Moraga & Kenneth I. Maton. (2023) RELATIONSHIPS AMONG SENSE OF COMMUNITY, SCIENCE SELF-EFFICACY, AND SCIENCE IDENTITY FOR FEMALE MEYERHOFF SCHOLARS: IMPLICATIONS FOR PATHWAYS TO BROADENING THE WORKFORCE IN STEM. Journal of Women and Minorities in Science and Engineering 29:3, pages 57-86.
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Khanh Tran, Ana Maria Barrera, Kim Coble, Mireya Arreguin, Marissa Harris, Alex Macha-Lopez, Michaela Perez & Alegra Eroy-Reveles. (2022) Cultivating cultural capitals in introductory algebra-based physics through reflective journaling. Physical Review Physics Education Research 18:2.
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Elia H. Bueno, Selena M. Velasquez, Regina Deil-Amen & Candace Jones. (2022) “That Was the Biggest Help”: The Importance of Familial Support for Science, Technology, Engineering, and Math Community College Students. Frontiers in Education 7.
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Felisha Herrera & Gabriela Kovats Sánchez. (2022) Curando La Comunidad [Healing the Community]: Community-Centered STEM Identity. Journal of Hispanic Higher Education 21:2, pages 135-150.
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Dawn Horton & Irma Torres-Catanach. (2022) Critical Incidents for Hispanic Students on the Path to the STEM Doctorate. Frontiers in Psychology 13.
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Kalynda C. Smith, Cristina Poleacovschi, Scott Feinstein & Stephanie Luster-Teasley. (2022) Ethnicity, Race, and Gender in Engineering Education: The Nuanced Experiences of Male and Female Latinx Engineering Undergraduates Targeted by Microaggressions. Psychological Reports, pages 003329412210757.
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Ariana L. Garcia, Tonisha B. Lane & Blanca E. Rincón. (2021) Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color. Frontiers in Education 6.
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