Quinceañeras and Quadratics: Experiences of Latinas in State-Supported Residential Schools of Science and Math

Abstract

This qualitative study sought to understand the experiences of Latinas enrolled in residential state schools of science, technology, engineering, and math (STEM). Goals of the study focused on understanding experiences and identifying factors such as decisions to enroll, barriers and supports, and issues contributing to retention. These schools represent powerful opportunities for students of all socioeconomic levels to begin a successful path toward postsecondary STEM degrees and employment in science and technology fields. Compelling themes from this study are related to identity, race, teacher pedagogy, and overcoming stereotypes of women and STEM.

Keywords:

• critical pedagogy
• Lation/a children
• science and math instruction
• teacher education
• racial identity