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Abstract
Hispanic/Latine young adults remain severely under-represented in STEM fields. While structural barriers contributing to these disparities have been thoroughly examined in previous research, the current study brings focus to the strategies young adults employ to navigate the incongruence between the cultures of higher education and STEM and the cultural value of “familismo,” a central orientation in Latin American cultures that prioritizes family ties over the individual. This study reports findings from 19 interviews and two focus groups we conducted with Hispanic/Latine young adults who had been part of an undergraduate STEM program. Focusing on participants’ first two years after college graduation, we identify the strategies these young adults employed to combine familismo with their goals for successful careers in STEM related fields. We identify three broad strategies, strategic selection, strategic timing, and strategic bridging; which enables Hispanic/Latine young adults to cultivate successful careers in STEM without rejection of their home-based cultural values. We also explore how participants’ perspectives and strategies shifted with the onset of the COVID-19 pandemic. Our findings contribute to a growing interest in recognizing how Hispanic/Latine young adults exercise agency to successfully negotiate structural and cultural barriers in the pursuit of STEM careers.
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Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 While the broader and gender inclusive term, “Latine” is currently preferred in academic writing, our participants all use the term Hispanic to refer to their ethnic identification. We use the term Hispanic/Latine in recognition of both terms.
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Notes on contributors
Angela Frederick
Angela Frederick is Associate Professor of Sociology at The University of Texas at El Paso. In addition to her research on higher education and STEM, Dr. Frederick is currently working on a research project examining the impact of disasters on people with disabilities. Dr. Frederick’s prior publications have garnered awards from multiple sections of the American Sociological Association, including the Sex and Gender Section, Race Gender and Class Section, and Disability and Society section.
Angelica Monarrez
Angelica Monarrez is a Program Evaluator at The University of Texas at El Paso. Dr. Monarrez specializes in educational research with a focus on STEM education, diversity, and Hispanic students.
Danielle X. Morales
Danielle X. Morales is Assistant Professor of Sociology at Worcester State University. Drawing upon interdisciplinary approaches from fields such as sociology, public health, and education, Dr. Morales’ research is dedicated to shining a light on the intricate production of racialized disparities in crucial areas such as health, education, and the environment.