The influence of familismo on Latina student STEM identity development

References

• Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students’ professional identity: Implications for recruitment and retention. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook for theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood.
   Google Scholar
• Carlone, H. B., & Johnson, A. (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. doi:10.1002/tea.20237
   Web of Science ®Google Scholar
• Ceja, M. (2006). Understanding the role of parents and siblings as information sources in the college choice process of Chicana students. Journal of College Student Development, 47(1), 87–104. doi:10.1353/csd.2006.0003
   Web of Science ®Google Scholar
• Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300. doi:10.1353/csd.0.0018
   Web of Science ®Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
   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. doi:10.1525/sp.2009.56.2.311
   Web of Science ®Google Scholar
• Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demands. Journal of Hispanic Higher Education, 9(4), 317–330. doi:10.1177/1538192710380919
   Google Scholar
• Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos in the United States. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 32–66). New York: New York University Press.
   Google Scholar
• Gamio Cuervo, A. B. (2016). Latinx: A brief handbook. Princeton, NJ: Princeton LGBT Center.
   Google Scholar
• Gándara, P. (2015). Fulfilling America’s future: Latinas in the U.S., 2015. White House Initiative on Educational Excellence for Hispanics: Hispanics and STEM education. Retrieved from https://sites.ed.gov/hispanic-initiative/files/2015/09/Fulfilling-Americas-Future-Latinas-in-the-U.S.-2015-Final-Report.pdf
   Google Scholar
• Gándara, P. C. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.
   Google Scholar
• Hardway, C., & Fuligni, A. J. (2006). Dimensions of family connectedness among adolescents with Mexican, Chinese, and European backgrounds. Developmental Psychology, 42(6), 1246–1258. doi:10.1037/0012-1649.42.6.1246
   PubMed Web of Science ®Google Scholar
• Hazari, Z., Sadler, P. M., & Sonnert, G. (2013). The science identity of college students: A gender and race/ethnicity comparison. Journal of College Science Teaching, 42(5), 82–91.
   Google Scholar
• Hurtado, S., Han, J. C., Saenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887. doi:10.1007/s11162-007-9051-x
   Web of Science ®Google Scholar
• Husserl, E. (1931). Ideas. (WR Boyce Gibson, Trans.). London, UK: George Allen & Unwin.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
   Google Scholar
• Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Ong, M., Wright, C., Espinosa, L. L., & Orfeld, 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(2), 172–208. doi:10.17763/haer.81.2.t022245n7x4752v2
   Web of Science ®Google Scholar
• Ovink, S. M. (2014). “They always call me an investment”: Gendered familism and Latino/a college pathways. Gender & Society, 28(2), 2652–2688. doi:10.1177/0891243213508308
   Web of Science ®Google Scholar
• Perez, P. A., & McDonough, P. M. (2008). Understanding Latina and Latino college choice: A social capital and chain migration analysis. Journal of Hispanic Higher Education, 7(3), 1–17. doi:10.1177/1538192708317620
   Google Scholar
• Person, A. E., & Rosenbaum, J. E. (2006). Chain enrollment and college enclaves: Benefits and drawbacks of Latino college students’ enrollment decisions. New Directions for Community Colleges, 2006(133), 51–60. doi:10.1002/(ISSN)1536-0733
   Google Scholar
• Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: Engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571
   Google Scholar
• Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24(1), 1–24. doi:10.1146/annurev.soc.24.1.1
   Web of Science ®Google Scholar
• Pozzer, L. L., & Jackson, P. A. (2015). Conceptualizing identity in science education research: Theoretical and methodological issues. In C. Milne, K. Tobin & D. DeGennaro (Eds.), Sociocultural studies and implications for science education (pp. 213–230). Dordrecht: Springer Netherlands.
   Google Scholar
• Risco, C. M., & Duffy, R. D. (2011). A career decision-making profile of Latina/o incoming college students. Journal of Career Development, 38(3), 237–255. doi:10.1177/0894845310365852
   Web of Science ®Google Scholar
• Ritchie, J., & Lewis, J. (2009). Qualitative research practice: A guide for social science students and researchers. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Rodriguez, N., Mira, C. B., Paez, N. D., & Myers, H. F. (2007). Exploring the complexities of familism and acculturation: Central constructs for people of Mexican origin. American Journal of Community Psychology, 39, 61–77. doi:10.1007/s10464-007-9090-7
   PubMed Web of Science ®Google Scholar
• Sorge, C., Newson, H. E., & Hagerty, J. J. (2000). Fun is not enough: Attitudes of Hispanic middle school students toward science and scientists. Hispanic Journal of Behavioral Sciences, 22(3), 332–345. doi:10.1177/0739986300223004
   Web of Science ®Google Scholar
• Sy, S. R., & Romero, J. (2008). Family responsibilities among Latina college students from immigrant families. Journal of Hispanic Education, 7(3), 212–227. doi:10.1177/1538192708316208
   Google Scholar
• Talavera-Bustillos, V. H. (1999). Chicana college choice and resistance: An exploratory study of first-generation Chicana college students (Unpublished doctoral dissertation). University of California, Los Angeles.
   Google Scholar
• Tierney, W. G. (1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. Journal of Negro Education, 68(1), 80–91. doi:10.2307/2668211
   Google Scholar
• Tonso, K. L. (2006). Student engineers and engineer identity: Campus engineer identities as figured world. Cultural Studies of Science Education, 1(2), 273–307. doi:10.1007/s11422-005-9009-2
   Google Scholar
• Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1), 53–63. doi:10.1006/jvbe.2000.1785
   Web of Science ®Google Scholar
• Torres, V. (1999). Validation of a bicultural orientation model for Hispanic college students. Journal of College Student Development, 40(3), 285–298.
   Web of Science ®Google Scholar
• Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development, 44(4), 532–547. doi:10.1353/csd.2003.0044
   Web of Science ®Google Scholar
• Tran, M. C., Herrera, F. A., & Gasiewski, J. (2011). STEM graduate students’ multiple identities: How can I be me and be a scientist? Los Angeles, CA: Higher Education Research Institute.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. doi:10.1080/1361332052000341006
   Google Scholar