Strategic familismo: how Hispanic/Latine students negotiate family values and their stem careers

References

• Archer, M. S. (2003). Structure, agency and the internal conversation. Cambridge University Press.
   Google Scholar
• Borrego, M., Choe, N. H., Nguyen, K., & Knight, D. B. (2021). STEM doctoral student agency regarding funding. Studies in Higher Education, 46(4), 737–749. https://doi.org/10.1080/03075079.2019.1650737
   Web of Science ®Google Scholar
• Carlone, H. B., & Johnson, A. C. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
   Web of Science ®Google Scholar
• Castro, A. R., & Collins, C. S. (2021). Asian American women in STEM in the lab with ‘White men named John. Science Education, 105(1), 33–61. https://doi.org/10.1002/sce.21598
   Web of Science ®Google Scholar
• Cech, E. A. (2013). The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. Engineering Education for Social Justice, 10, 67–84.
   Google Scholar
• Corona, R., Rodriguez, V. M., McDonald, S. E., Valesquez, E., Rodriguez, A., & Fuentez, V. E. (2017). Associations between cultural stressors, cultural values, and Latina/o college students’ mental health. Journal of Youth Adolescence, 46, 63–77.
   PubMed Web of Science ®Google Scholar
• de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88(6), 879–919. https://doi.org/10.3102/0034654318798093
   Web of Science ®Google Scholar
• Denton, M., Borrego, M., & Boklage, A. (2020). Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review. Journal of Engineering Education, 109(3), 556–580. https://doi.org/10.1002/jee.20322
   Web of Science ®Google Scholar
• Desmond, M., & Turley, R. N. L. (2009). The role of familism in explaining the Hispanic-White college application gap. Social Problems, 56(2), 311–334. https://doi.org/10.1525/sp.2009.56.2.311
   Web of Science ®Google Scholar
• DeWitt, J., Archer, L., & Mau, A. (2016). Dimensions of science capital: Exploring its potential for understanding students’ science participation. International Journal of Science Education, 38(16), 2431–2449. https://doi.org/10.1080/09500693.2016.1248520
   Web of Science ®Google Scholar
• Education Trust. (2019). Broken mirrors II: Latino student representation at public state colleges and universities. Education Trust. https://edtrustmain.s3.us-east-2.amazonaws.com/wp-content/uploads/2014/09/10123122/Broken-Mirrors-Latino-Student-Representation-at-State-Public-Colleges-and-Universities-September-2019.pdf
   Google Scholar
• Foner, N. (1997). The immigrant family: Cultural legacies and cultural changes. International Migration Review, 31(4), 961–974. https://doi.org/10.1177/019791839703100407
   PubMed Web of Science ®Google Scholar
• Frederick, A., Grineski, S. E., Collins, T. W., Daniels, H. A., & Morales, D. X. (2021). The emerging STEM paths and science identities of Hispanic/Latinx college students: Examining the importance of multiple undergraduate research experiences. CBE-Life Sciences Education, 20(2). https://doi.org/10.1187/cbe.20-08-0191.
   Google Scholar
• Frye, R., Kennedy, B., & Funk, C. (2021). STEM jobs see uneven progress in increasing gender, racial and ethnic diversity. Pew Research Center, April 1. https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/?utm_content=buffer8c9c5&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer
   Google Scholar
• Garibay, J. C. (2015). STEM students’ social agency and views on working for social change: Are STEM disciplines developing socially and civically responsible students? Journal of Research in Science Teaching, 52(5), 610–632. https://doi.org/10.1002/tea.21203
   Web of Science ®Google Scholar
• Garibay, J. C. (2018). Beyond traditional measures of STEM success: Predicting long-term social agency and conducting research for social change. Research in Higher Education, 59(3), 349–381. https://doi.org/10.1007/s11162-017-9470-2
   Web of Science ®Google Scholar
• Garza, A. N. (2023). Cultural sidelining: How campus cultures across university contexts shortchange working-class Hispanic students. Social Problems, 70(2), 554–573. https://doi.org/10.1093/socpro/spab055
   Web of Science ®Google Scholar
• Giddens, A. (1984). The constitution of society. Polity Press.
   Google Scholar
• Jaeger, A. J., Mitchall, A., O’Meara, K., Grantham, A., Zhang, J., Eliason, J., & Cowdery, K. (2017). Push and pull: The influence of race/ethnicity on agency in doctoral student career advancement. Journal of Diversity in Higher Education, 10(3), 232–252. https://doi.org/10.1037/dhe0000018
   Web of Science ®Google Scholar
• Harding, S. G. (1998). Is science multicultural?: Postcolonialisms, feminisms, and epistemologies. Indiana University Press.
   Google Scholar
• Johnson, A. C. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91(5), 805–821. https://doi.org/10.1002/sce.20208
   Web of Science ®Google Scholar
• Kiyama, J. M., & Harper, C. E. (2018). Beyond hovering: A conceptual argument for an inclusive model for family engagement in higher education. Review of Higher Education, 41(3), 365–385.
   Web of Science ®Google Scholar
• Langenkamp, A. G. (2019). Latino/a immigrant parents’ educational aspirations for their children. Race, Ethnicity and Education, 22(2), 231–249.
   Web of Science ®Google Scholar
• Lor, Y. (2019). Ties that bind: Family obligations as immediate and anticipatory obstacles. Race, Ethnicity and Education, 22(5), 666–682.
   Web of Science ®Google Scholar
• Luedke, C. L. (2017). Person first, student second: Staff and administrators of color supporting students of color authentically in higher education. Journal of College Student Development, 58(1), 37–52. https://doi.org/10.1353/csd.2017.0002
   Web of Science ®Google Scholar
• McGee, E. O. (2016). Devalued Black and Latino racial identities: A bi-product of STEM college culture? American Educational Research Journal, 53(6), 1626–1662. https://doi.org/10.3102/0002831216676572
   Web of Science ®Google Scholar
• Mendez, S. L., Starkey, K. E., Cooksey, S. E., & Conley, V. M. (2021). Environmental influences on the STEM identity and career intentions of Latine STEM postdoctoral scholars. Journal of Hispanics in Higher Education, 21(4), https://doi.org/10.1177/1538192721992436
   Google Scholar
• Mortechay, K., & Orfield, G. (2017). Demographic transformation in a policy vacuum: The changing face of U.S. metropolitan society and challenges for public schools. The Educational Forum, 81(2), 193–203.
   Google Scholar
• [NCES] National Center for Education Statistics. (2019). Status and trends in the education of racial and ethnic groups: Indicator 19, college participation rates. https://nces.ed.gov/programs/raceindicators/indicator_REA.asp
   Google Scholar
• [NSF] National Science Foundation, National Center for Science and Engineering Statistics. (2017). Women, minorities, and persons with disabilities in science and engineering: 2017. NSF. Special Report no. NSF 17-310. www.nsfgov/statistics/wmpd
   Google Scholar
• [NSCRC] National Student Clearinghouse Research Center. (2021). COVID-19: Stay informed. National Student Clearinghouse Research Center. https://nscresearchcenter.org/stay-informed/
   Google Scholar
• Orfield, G., Frankenberg, E., Ee, J., & Kuscera, J. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. The Civil Rights Project, University of California, Los Angeles.
   Google Scholar
• Ovink, S. M. (2014). ‘They always call me an investment’: Gendered familism and Latino/a college pathways. Gender & Society, 28(2), 265–288. https://doi.org/10.1177/0891243213508308
   Web of Science ®Google Scholar
• Ovink, S. M., & Kalogrides, D. (2015). No place like home? Familism and Latino/a-White differences in college pathways. !Social Science Research, 52, 219–235. https://doi.org/10.1016/j.ssresearch.2014.12.018
   PubMed Web of Science ®Google Scholar
• Ramirez, E. (2013). Examining Latinos/as’ graduate school choice process: An intersectionality perspective. Journal of Hispanic Higher Education, 12(1), 23–36. https://doi.org/10.1177/1538192712452147
   Google Scholar
• Rincón, B. C., Fernández, E., & Dueñas, M. C. (2020). Anchoring comunidad: How first- and continuing-generation Latinx students in STEM engage community cultural wealth. International Journal of Qualitative Studies in Education, 33(8), 840–854. https://doi.org/10.1080/09518398.2020.1735567
   Web of Science ®Google Scholar
• Rincón, B. E., & Rodriguez, S. L. (2021). Latinx students charting their own STEM pathways: How community cultural wealth informs their STEM identities. Journal of Hispanic Higher Education, 20(2), 149–163. https://doi.org/10.1177/1538192720968276
   Google Scholar
• Roksa, J., Silver, B. R., Deutschlander, D., & Whitley, S. E. (2020). Navigating the first year of college: Siblings, parents, and first-generation students’ experiences. Sociological Forum, 35(3), 565–586. https://doi.org/10.1111/socf.12617.
   Google Scholar
• Rumbaut, R. G. (1997). Ties that bind: Immigration and immigrant families. In A. Booth, A. C. Crouter, and N. S. Landale (Eds.), Immigration and the family: Research and policy on U.S. immigrants (pp. 3–46). Lawrence Erlbaum.
   Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers. Sage Publications Unlimited.
   Google Scholar
• Schak, J. O., & Nichols, A. H. (2014). Degree attainment for Latino adults: National and state trends. The Education Trust. https://1k9gl1yevnfp2lpq1dhrqe17-wpengine.netdna-ssl.com/wp-content/uploads/2014/09/Latino-Degree-Attainment_FINAL_4-1.pdf
   Google Scholar
• Smith-Morris, C., Morales-Campos, D., Castañeda Alvarez, E. A., & Turner, M. (2013). An anthropology of familismo: On narratives and description of Mexican immigrants. Hispanic Journal of Behavioral Sciences, 35(1), 35–60. https://doi.org/10.1177/0739986312459508
   Web of Science ®Google Scholar
• Stephens, N. M., Markus, H. R., & Phillips, L. T. (2014). Social class culture cycles: How three gateway contexts shape selves and fuel inequality. Annual Review of Psychology, 65(1), 611–634. https://doi.org/10.1146/annurev-psych-010213-115143
   PubMedGoogle Scholar
• Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.
   Google Scholar
• Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186. https://doi.org/10.1177/0735275112457914
   Web of Science ®Google Scholar
• Valenzuela, A. (2020). STEM diversity and Latina/o resilience: A reflection. International Journal of Qualitative Studies in Education, 33(8), 898–904. https://doi.org/10.1080/09518398.2020.1786188
   Web of Science ®Google Scholar
• Vallejo, J. A. (2012). Barrios to burbs: The making of the Mexican American middle class. Stanford University Press.
   Google Scholar
• Vasquez-Salgado, Y., Greenfield, P. M., & Burgos-Cienfuegos, R. & Rocio-Burgos-Cienfuegos. (2015). Exploring home-school value conflicts: Implications for academic achievement and well-being among Latino first-generation college students. Journal of Adolescent Research, 30(3), 271–305. https://doi.org/10.1177/0743558414561297
   Web of Science ®Google Scholar
• Weis, L., Eisenhart, M., Cipollone, K., Stich, A. E., Nikischer, A. B., Hanson, J., Leibrandt, S. O., Allen, C. D., & Dominguez, R. (2015). In the guise of STEM education reform: Opportunity structures and outcomes in inclusive STEM-focused high schools. American Educational Research Journal, 52(6), 1024–1059. https://doi.org/10.3102/0002831215604045
   Web of Science ®Google Scholar
• Zavala, M. D. R. (2014). Latina/o youth’s perspectives on race, language, and learning mathematics. Journal of Urban Mathematics Education, 7(1), 55–87. https://doi.org/10.21423/jume-v7i1a188
   Google Scholar