42
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring Undergraduate Latine Students’ Learning Experiences in STEM Courses

, &

References

  • Abel, R. (2020). Culturally relevant pedagogy and first-generation Latinx student sense of belonging [ Unpublished Dissertation]. National Louis University.
  • Abrica, E., Lane, T. B., Zobac, S., & Collins, E. (2020). Sense of belonging and community building within a STEM intervention program: A focus on Latino male undergraduates’ experiences. Journal of Hispanic Higher Education, 21(2), 228–242. https://doi.org/10.1177/1538192720974884
  • Alim, H. S., Paris, D., & Wong, C. P. (2017). Culturally sustaining pedagogy: A critical framework for centering communities. N. S. Nasir, C. D. Lee, R. Pea, & M. M. de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 261–276). Routledge.
  • Archibald, M. M., Ambagtsheer, R. C., Case, M. G., & Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 160940691987459. https://doi.org/10.1177/1609406919874596
  • Balkin, R. S., & Kleist, D. M. (2023). Counseling research: A practitioner-scholar approach. American Counseling Association.
  • Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass.
  • Brooks, M., Whittaker, T. T., Wang, Y., Adams, J., & Matthews, T. (2023). Phenomenological understanding of Black counselor educator students at predominantly White institutions, historically Black college and universities, and Hispanic serving institutions. Counselor Education and Supervision, 62(4), 339–354. https://doi.org/10.1002/ceas.12279
  • Bryant University, Center for Teaching Excellence. (2023). Inclusive pedagogies. https://cte.bryant.edu/inclusive-pedagogies/
  • Bustamente, L., Lopez, M. H., & Krogstad, J. M. (2020). U.S. Hispanic population surpassed 60 million in 2019, but growth has slowed. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/07/07/u-s-hispanic-population-surpassed-60-million-in-2019-but-growth-has-slowed/
  • California Department of Education. (2022). Culturally Relevant Pedagogy. www.cde.ca.gov/pd/ee/culturalrelevantpeagogy.asp
  • Castillo-Montoya, M., Zastourpil, G., & Zastoupil, A. N. (2021). Developing critical consciousness: The gains and missed opportunities for Latinx college students in a sport-based critical service-learning course. Michigan Journal of Community Service Learning, 27(1), 1–15. https://doi.org/10.3998/mjcsloa.3239521.0027.103
  • Cavazos, A. G. (2016). Latinas/Os succeeding in academia: The effect of mentors and multiethnic coursework. Journal of Latinos and Education, 15(1), 12–25. https://doi.org/10.1080/15348431.2015.1045144
  • Cavazos, A. G., & Chapa, L. (2023). Honrando voces diversas: A framework for equity-minded teaching partnerships. Journal of Latinos and Education, 22(5), 1984–1990. https://doi.org/10.1080/15348431.2022.2077336
  • Cavazos, A. G., Chapa, L., & Cavazos-Vela, J. (2023). Exploring the impact of student-faculty partnership program at a Hispanic Serving Institution”, To Improve the Academy. A Journal of Educational Development, 42(2), 7. https://doi.org/10.3998/tia.2903
  • Cavazos, A. G., & Musanti, S. (2022). Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution. Language and Education, 36(3), 211–225. https://doi.org/10.1080/09500782.2021.1936544
  • Cavazos, A. G., Trejo, C., Cavazos Vela, J., Garza-Ochoa, S., Marin, Y., & Racelis, A. (2024). Teaching philosophy statements: The impact of a culturally relevant pedagogy faculty learning community at a Hispanic serving institution. Journal of Latinos and Education, 23(1), 438–453. https://doi.org/10.1080/15348431.2022.2149530
  • Contreras Aguirre, H. (2023). The journey of Latina STEM undergraduate students in the Borderlands in times of COVID-19. Journal of Latinos and Education, 22(5), 2023–2037. https://doi.org/10.1080/15348431.2022.2080681
  • Cotto, F. (2020). Culturally relevant pedagogy: The views of latinx students inform teacher professional development on critical consciousness [ Doctoral dissertation, Montclair University]. ProQuest Dissertations and Theses database.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
  • Crockett, S., Elghoroury, D., Popiolek, M., & Wummel, B. (2018). The lived experiences of men in a master’s counseling program. Counselor Education and Supervision, 57(2), 98–115. https://doi.org/10.1002/ceas.12096
  • Cruz, C., Rajpal, G., Lecocke, M., Martines, I., & Lurie, A. (2021). Peer coaching program development: A framework of first-year Latina/o student persistence pursuing STEM pathways at a Hispanic Serving Institution. Journal of Hispanic Higher Education, 20(4), 365–384. https://doi.org/10.1177/1538192719867096
  • Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.). NYU Press.
  • Diemer, M. A., Voight, A. M., Rapa, L. J., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 1–20. https://doi.org/10.1111/cdep.12193
  • Excelencia in Education. (2019). Latinos in Higher Education: Compilation of Fast Facts. www.EdExcelencia.org/FastFacts-2019
  • Flores, R. M., & Pedota, J. (2023). COVID-19 impacts on Mexican American college student experiences in the Rio Grande Valley of South Texas. Journal Committed to Social Change on Race and Ethnicity, 9(1), 65–90. https://doi.org/10.15763/issn.2642-2387.2023.9.1.64-90
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
  • Garcia, G. A., & Guzman–Alvarez, A. (2021). Descriptive analysis of graduate enrollment trends at Hispanic Serving Institutions: 2005-2015. Journal of Hispanic Higher Education, 20(2), 96–212. https://doi.org/10.1177/1538192719835681
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
  • Gonazlez, I. A., & Cokley, R. K. (2021). The case for a core anti-racist course for counselors in training. Teaching and Supervision in Counseling, 3, 26–39. https://doi.org/10.7290/tsc030204
  • Hanley, D., Warren, S., Van Orman, D., Neider, X., Cavazos, A., & Thibou, S. (2023, April). A framework for equitable, student-centered undergraduate STEM instruction. Paper presented at the annual meeting of NARST, Chicago, IL.
  • Hannon, M. D., Nadrich, T., Ferguson, A. L., Bonner, M. W., Ford, D. J., & Vereen, L. G. (2019). Contributing factors to earning tenure among black male counselor educators. Counselor Education and Supervision, 58(2), 82–97. https://doi.org/10.1002/ceas.12133
  • Hays, D. G., & Singh, A. A. (2012). Qualitative inquiry in clinical and educational settings. Guilford Press.
  • Johnson, A., & Elliot, S. (2020). Culturally relevant pedagogy: A model to guide cultural transformation in STEM departments. Journal of Microbiology & Biology Education, 21(1), 1–10. https://doi.org/10.1128/jmbe.v21i1.2097
  • Kokka, K. (2019). Healing-informed social justice Mathematics: Promoting students’ sociopolitical consciousness and well-being in Mathematics class. Urban Education, 54(9), 1179–1209. https://doi.org/10.1177/0042085918806947
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Lerma, E., Salinas, C., & Vela, J. C. (2023). Critical consciousness through an anti-racism lens: Teaching strategies for counselor educators. ACES Teaching Briefs, 1, 7–18.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Lopez, E. J., Basile, V., Landa-Posas, M., Ortega, K., & Ramirez, A. (2019). Latinx students’ sense of familismo in undergraduate Science and Engineering. The Review of Higher Education, 43, 85–111. https://doi.org/10.1353/rhe.2019.0091 (1)
  • Macías, H. (2023, March 16). Inclusive and culturally responsive teaching [invited presentation]. STEM-NET Annual Conference, Pomona, CA.
  • Malott, K. M., Hridaya Hall, K., Sheely-Moore, A., Krell, M. M., & Cardaciotto, L. (2014). Evidence-based teaching in higher education: Application to counselor education. Counselor Education & Supervision, 53(4), 294–305. https://doi.org/10.1002/j.1556-6978.2014.00064.x
  • Marin, G., & Marin, B. V. (1991). Research with Hispanic populations. SAGE.
  • Martinez, A., & Nguyen, S. (2020). The impact of Covid-19 on college student well-being. American College Health Association.
  • McGee, E. O. (2020). Black, brown, bruised: How racialized STEM education stifles innovation. Harvard Education Press.
  • McGee, E., & Bentley, L. (2017). The equity ethic: Black and Latinx college students’ reengineering their STEM careers toward justice. American Journal of Education, 124(1), 1–16. https://doi.org/10.1086/693954
  • McGee, E. O., Naphan-Kingery, D., Miles, M. L., & Joseph, O. (2022). How black engineering and computing faculty exercise an equity ethic to racially fortify and enrich black students. The Journal of Higher Education, 93(5), 702–734. https://doi.org/10.1080/00221546.2022.2031704
  • Monarrez, A., Frederick, A., Morales, D. X., Echegoyen, L. E., & Wagler, A. (2024). Hispanic/Latinx STEM majors applying to graduate school: The role of family, peers, and undergraduate research programs in facilitating community cultural wealth. Journal of Latinos and Education, 23(1), 205–219. https://doi.org/10.1080/15348431.2022.2122973
  • Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards culturally responsive assessment. Occasional Paper No. 29. University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
  • Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433–452. https://doi.org/10.1080/10665680802400006
  • Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Inc.
  • National Science Foundation. (2016). Higher education in science and engineering. In science and engineering indicators. https://ww.nsf.gov/statistics
  • Neally, K. (2022). An analysis of the underrepresentation of minoritized groups in science, technology, engineering, and mathematics education. School Science and Mathematics, 122(5), 271–280. https://doi.org/10.1111/ssm.12542
  • Ng, S. L., Crukley, J., Brydges, R., Boyd, V., Gavarkovs, A., Kangasjarvi, E., Wright, S., Kulasegaram, K., Friesen, F., & Woods, N. N. (2022). Toward ‘seeing’ critically: A Bayesian analysis of the impacts of a critical pedagogy. Advances in Health Sciences Education, 27(2), 323–354. https://doi.org/10.1007/s10459-021-10087-2
  • Ong, M., Wright, C., Espinosa, L. L., & Orfiled, 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 Education Review, 81(2), 172–201. https://doi.org/10.17763/haer.81.2.t022245n7x4752v2
  • Pope, A. L., Sunal, Z., Gantt, A. C., Zimmerman, B., Corey, A. K., Nuosce, M., & Araujo, L. (2022). A qualitative examination of bi/multilingual counselor training and experiences. Journal of Counseling and Development, 100(1), 27–38. https://doi.org/10.1002/jcad.12407
  • Racelis, A., Weimer, A., Chapman, A., Cavazozs, A., Kim, D., Guajardo, F., Trejo, C., & Salinas, J. (2018). Building capacity: Transforming undergraduate education in STEM through culturally relevant pedagogy and community engagement. National Science Foundation.
  • Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Sage publications.
  • Segal, E. A. (2011). Social empathy: A model built on empathy, contextual understanding, and social responsibility that promotes social justice. Journal of Social Service Research, 37(3), 266–277. https://doi.org/10.1080/01488376.2011.564040
  • Smith, J. A., & Osborn, M. (2009). Pain as an assault on the self: An interpretative phenomenological analysis. Psychology and Health, 22(5), 517–534. https://doi.org/10.1080/14768320600941756
  • Suárez-Orozco, C., & Suárez-Orozco, M. (1995). Transformations: Immigration, family life, and achievement motivation among Latino adolescents. Stanford University Press.
  • Tasso, A. F., Hisli Sahin, N., & San Roman, G. J. (2021). COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma: Theory, Research, Practice, & Policy, 13(1), 9–15. https://doi.org/10.1037/tra0000996
  • Thevenot, Y. (2023). Culturally relevant practices that promote student critical consciousness through a STEM, social justice, and activism framework, In K. Porcher, R. Ramkellawan-Arteaga, C. Hinds-Rodgers, & J. Bell (eds.), From being woke to doing #theWork (pp. 207–221). Brill.
  • Thurber, A., Harbin, M. B., & Bandy, J. (2019). Teaching race: Pedagogy and practice. Vanderbilt University Center for Teaching.
  • U.S. Census Bureau. (2012). Most children younger than age 1 are minorities, Census Bureau Reports. https://www.census.gov/newsroom/releases/archives/population/cb12-90.html
  • Vela, J. C., Fisk, J., & Ikonomopoulos, J. (2019). Exploring latina clinical mental health counseling students’ perceptions of teaching practices. Teaching and Supervision in Counseling, 1(1), 6–18. https://doi.org/10.7290/tsc010102
  • Vela, J. C., Guerra, F., Zamora, E., & Perez, E. (2022). Exploring Latinx college students’ experiences with high school counselors. Professional School Counseling, 27(1). https://doi.org/10.1177/0739986316651618
  • Vela, J. C., Guerra, F., Zamora, E., & Perez, E. (2024). Exploring Latine students’ perceptions of their high school counselors’ capitalization of community cultural wealth. Journal of Multicultural Counseling and Development, 52(2), 122–137. https://doi.org/10.1002/jmcd.12293
  • Vela, J. C., Salinas, C., Lu, M. T., Guerra, F., & Zamora, E. (2023). Exploring Latinx graduate students’ experiences in online classes at a Hispanic Serving Institution. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2023.2174546
  • Winkelmes, M. A. (2013). Transparency in teaching: Faculty share data and improve students’ learning. Liberal Education, 99(2), 48–55.
  • Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, J. G., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review: Transparency and Problem-Centered Learning, 18(1–2), 31–36.
  • Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity and motivation: Culturally responsive teaching. Jossey-Bass.
  • Young, J. S. (2017). Phenomenological designs: The philosophy of phenomenological research. In C. J. Sheperis, J. S. Young, & M. H. Daniels (Eds.), Counseling research: Quantitative, qualitative, and mixed methods (pp. 215–230). Pearson.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.