Centering Latinx students in STEM education research through pláticas methodology

Abstract

Pláticas methodology is introduced in this article to advance the centering of Latinx researchers and Latinx students in STEM research. As an increase in Latinx educational researchers enter academia, engaging an appropriate epistemology and methodology that is culturally relevant and race-centered is key in the ongoing STEM education research which aims to diversify and create equitable outcomes for Students of Color. This article draws from a study with 24 Latinx STEM students and 48 pláticas. An overview of pláticas methodology, Chicana/Latina Feminist Epistemology, along with an examination of the principles of pláticas methodology in STEM education. This article is timely as the Latinx student population and Hispanic-Serving Institutions are growing in higher education. This article places emphasizes reframing methodology to provide a culturally relevant and holistic methodology to engage Latinx Students and advance STEM education research focusing on Latinx students.

Keywords:

• STEM education
• Latinx students
• qualitative
• pláticas methodology

Acknowledgments

Students for their time and vulnerability.

Disclosure statement

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

Notes

1. I use the term Latinx to represent people that identify with Latin America and for gender inclusivity and to go beyond binary terms.

2. All names are pseudonyms to protect the privacy of students.