![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This reflection explores the contributions to this special issue in order to derive an over-arching sense on the many difficulties that Latinas attending universities designated as Hispanic Serving Institutions (HSIs) face in STEM fields where their abilities are not only questioned, but they also get marginalized, deprived of opportunities that are customarily available to their white, male peers. Notwithstanding their “HSI” designation, their systemic isolation and exclusion in Eurocentric institutions, while challenging, are frequently offset either by familial or cultural resources that allow them to persist. A major point is that though Latina students’ resiliency is a noteworthy attribute and research finding, it would be less necessary if university classrooms and departments themselves were more inclusive, affirming, and asset-based spaces to begin with.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Angela Valenzuela
Angela Valenzuela, PhD is Professor of Educational Leadership and Policy at The University of Texas at Austin.