References
- American Society for Engineering Education. (2016). Profiles of engineering and engineering technology colleges. Washington, DC. Retrieved from https://www.asee.org/papers-and-publications/publications/college-profiles/15EngineeringbytheNumbersPart1.pdf
- Banda, R. M. (2012). Perceptions of social support networks and climate in the persistence of Latinas pursuing an undergraduate degree (Unpublished doctoral dissertation). Texas A&M University, College Station.
- Banda, R. M. (2014). Grappling with the double-bind: Latina and African American women in science, technology, engineering, and mathematics. National Journal of Urban Education and Practice 7, 213–231.
- Camacho, M. M., & Lord, S. M. (2011). Quebrando fronteras: Trends among Latino and Latina undergraduate engineers. Journal of Hispanic Higher Education, 10, 134–146. doi:10.1177/1538192711402354
- Cotera, M. P. (1976). Diosa y Hembra: The History and Heritage of Chicanas in the U.S. Austin: Information Systems Development.
- Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68, 555–582. doi:10.17763/haer.68.4.5wv1034973g22q48
- Denzin, N. K. (2009). Critical pedagogy and democratic life, or, a radical democratic pedagogy. Cultural Studies -Critical Methodologies, 9, 379–397. doi:10.1177/1532708609332607
- Denzin, N. K., & Giardina, M. D. (2012). Introduction: Qualitative inquiry and the politics of advocacy. In N. K. Denzin, & M. D. Giardina (Eds.), Qualitative inquiry and the politics of advocacy (pp. 9–37). Walnut Creek, CA: Left Coast Press.
- Department of Education. (2016). Developing Hispanic-Serving Institutions Program-Title V. Retrieved from https://www2.ed.gov/programs/idueshsi/definition.html
- Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81, 209–241. doi:10.17763/haer.81.2.92315ww157656k3u
- Fowler, F. C. (2013). Policy studies for educational leaders: An introduction (4th ed.). Boston, MA: Allyn & Bacon.
- Freire, P. (1973). Education for critical consciousness. New York, NY: Seabury.
- Freire, P. (2000). Pedagogy of the oppressed (30th ed). New York, NY: Bloomsbury Academic.
- Gándara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
- García, A. M. (1989). The development of Chicana feminist discourse, 1970–1980. Gender and Society 3 (2), 217–238.
- Glesne, C. (2016). Becoming a qualitative researcher (5th ed). Boston, MA: Pearson.
- Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? Project on the status and education of women. Washington, DC: Association of American Colleges.
- Hartnett, S. J. (1998). Democracy is difficult: Poetry, prison, and performative citizenship. In S. J. Dailey (Ed.), The future of performance studies: Visions and revisions (pp. 287–297). Washington, D.C.: National Communications Association.
- Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70, 324–345. doi:10.2307/2673270
- Hurtado, S. (2007). The climate for diversity in educational organizations. Presentation to the UC Regents Campus Climate Work Team.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
- Malcom, S. M., Hall, P. Q., & Brown, J. W. (1976). The double bind: The price of being a minority woman in science (No. 76-R-3). Washington, DC: American Association for the Advancement of Science.
- Marshall, C., & Rossman, G. B. (2006). Designing Qualitative Research (4th ed.). Thousand Oaks, CA: Sage.
- Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco, CA: Jossey-Bass.
- Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
- Montero, M. (2009). Methods for liberation: Critical consciousness in action. In M. Montero, & C. Sonn (Eds.), The psychology of liberation: Theory and application (pp. 73–92). New York, NY: Springer.
- National Academy of Sciences. (2011). Expanding underrepresented minority participation:america’s science and technology talent at the crossroads. Retrieved from http://www.nap.edu/catalog.php?record_id=12984.
- Nuñez, A. M. (2009). Latino students’ transition to college: A social and intercultural capital perspective. Harvard Educational Review, 79, 22–48. doi:10.17763/haer.79.1.wh7164658k33w477
- Office of the Press Secretary. (2009). Fact sheet: The race to the top. Retrieved from https://www.whitehouse.gov/the-press-office/fact-sheet-race-top
- Ong, W., Wright, C., Espinosa, L. L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81, 172–209. doi:10.17763/haer.81.2.t022245n7x4752v2
- Ottinger, R. (2017). Trump budget endangers STEM learning: Slashing access to out-of-school STEM programs will put some students further behind. Retrieved from http://www.edweek.org/ew/articles/2017/07/25/trump-budget-endangers-stem-learning.html
- Peralta, C., Caspary, M., & Boothe, D. (2013). Success factors impacting Latina/o persistence in higher education leading to STEM opportunities. Cultural Studies of Science Education, 8, 905–918.
- President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, D.C.: Bureau of Labor Statistics, U.S. Department of Labor.
- Rodríguez, L. F., & Oseguera, L. (2015). Our deliberate success: Recognizing what works for Latina/o students across the educational pipeline. Journal of Hispanic Higher Education, 14, 128–150. doi:10.1177/1538192715570637
- Rubin, A., & Babbie, E. (1997). Research methods for social work. Pacific Grove, CA: Cole Publishing Company.
- Trevino, N. N., & DeFreitas, S. C. (2014). The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Social Psychology of Education, 17, 293–306. doi:10.1007/s11218-013-9245-3
- Varma, R., Prashad, A., & Kapur, D. (2006). Confronting the “socialization” barrier: Cross-ethnic differences in undergraduate women’s preference for IT education. In J. M. Cohoon & W. Aspray (Eds.), Women and Information Technology: Research on Underrepresentation (pp. 301–322). Cambridge, MA: MIT Press.
- Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression—Theory and action. Journal of Community Psychology, 27, 255–271. doi:10.1023/A:1022839818873