The Science Identity Experiences of Undergraduate, Foreign-Born Immigrant Women in STEM at U.S. Institutions

References

• American Association of University Women. (2010). Why so few? Women in science, technology, engineering, and mathematics. Retrieved from: https://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf
   Google Scholar
• Arbeit, C. A., Staklis, S., & Horn, L. (2016). New American Undergraduates: Enrollment trends and age at arrival of immigrant and second-generation students. (National Center for Education Statistics Stats in Brief). Retrieved from: https://nces.ed.gov/pubs2017/2017414.pdf
   Google Scholar
• Areepattamannil, S., & Kaur, B. (2013). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11(5), 1183–1207. doi:10.1007/s10763-012-9369-5
   Web of Science ®Google Scholar
• Atkinson, R., & Mayo, M. (2010). Refueling the US innovation economy: Fresh approaches to science, technology, engineering and mathematics (STEM) education. The Information Technology and Innovation Foundation. Retrieved from: http://www.itif.org/files/2010-refueling-innovation-economy.pdf
   Google Scholar
• Basile, V., & Lopez, E. (2015). And still I see no changes: Enduring views of students of color in science and mathematics education policy reports. Science Education, 99(3), 519–548. doi:10.1002/sce.21156
   Web of Science ®Google Scholar
• Brickhouse, N. W., & Potter, J. T. (2001). Young women’s science identity formation in an urban context. Journal of Research in Science Teaching, 38(8), 965–980. doi:10.1002/tea.1041
   Web of Science ®Google Scholar
• Cadaret, M. C., Hartung, P. J., Subich, L. M., & Weigold, I. K. (2017). Stereotype threat as a barrier to women entering engineering careers. Journal of Vocational Behavior, 99, 40–51. doi:10.1016/j.jvb.2016.12.002
   Web of Science ®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
   Web of Science ®Google Scholar
• Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigmas and science identity: Persistence among biomedical and behavioral science aspirants. The Journal of Higher Education, 82(5), 564–596. doi:10.1353/jhe.2011.00304560.2011.01710.x
   PubMed Web of Science ®Google Scholar
• Charleston, L. J., Adserias, R. P., Lang, N. M., & Jackson, J. F. L. (2014). Intersectionality and STEM: The role of race and gender in the academic pursuits of African American women in STEM. Journal of Progressive Policy & Practice, 2(3), 273–293.
   Google Scholar
• Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: SAGE.
   Google Scholar
• Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469–491. doi:10.1111/josi.2011.67.issue-3
   Web of Science ®Google Scholar
• Cisneros, J., & Cadenas, G. (2017). Dreamer-ally competency and self-efficacy: Developing higher education staff and measuring lasting outcomes. Journal of Student Affairs Research and Practice, 54(2), 189–203. doi:10.1080/19496591.2017.1289098
   Web of Science ®Google Scholar
• Conway, K. M. (2010). Educational aspirations in an urban community college: Differences between immigrant and native student groups. Community College Review, 37(3), 209–242. doi:10.1177/0091552109354626
   Google Scholar
• Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41(2), 141–158. doi:10.1177/0894845313483003
   Web of Science ®Google Scholar
• Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21(8), 1051–1057. doi:10.1177/0956797610377342
   PubMed Web of Science ®Google Scholar
• Dortch, D., & Patel, C. (2017). Black undergraduate women and their sense of belonging in STEM at predominantly white institutions. NASPA Journal about Women in Higher Education, 10(2), 202–215. doi:10.1080/19407882.2017.1331854
   Google Scholar
• Ellis, L. M., & Chen, E. C. (2013). Negotiating identity development among undocumented immigrant college students: A grounded theory study. Journal of Counseling Psychology, 60(2), 251–264. doi:10.1037/a0031350
   PubMed Web of Science ®Google Scholar
• Estrada-Hollenbeck, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206–222. doi:10.1037/a0020743
   Web of Science ®Google Scholar
• Fenton, J. J., Fiscella, K., Jerant, A. F., Sousa, F., Henderson, M., Fancher, T., & Franks, P. (2016). Reducing medical school admissions disparities in an era of legal restrictions: Adjusting for applicant socioeconomic disadvantage. Journal of Health Care for the Poor and Underserved, 27(1), 22–34. doi:10.1353/hpu.2016.0013
   PubMed Web of Science ®Google Scholar
• Fry, R. (2015, September 11). Class of 2025 expected to be the biggest, most diverse ever. Retrieved from: http://www.pewresearch.org/fact-tank/2015/09/11/class-of-2025-expected-to-be-the-biggest-most-diverse-ever/
   Google Scholar
• Gayles, J. G., & Ampaw, F. (2016). To stay or leave: Factors that impact undergraduate women’s persistence in science majors. NASPA Journal about Women in Higher Education, 9(2), 133–151. doi:10.1080/19407882.2016.1213642
   Google Scholar
• George-Jackson, C. E. (2014). Undergraduate women’s persistence in the sciences. NASPA Journal about Women in Higher Education, 7(1), 96–119. doi:10.1515/njawhe-2014-0006
   Google Scholar
• Gibson, S. L., & Espino, M. M. (2016). Uncovering Black womanhood in engineering. NASPA Journal about Women in Higher Education, 9(1), 56–73. doi:10.1080/19407882.2016.1143377
   Google Scholar
• Griffin, K. A., & McIntosh, K. L. (2015). Finding a fit: Understanding black immigrant students’ engagement in campus activities. Journal of College Student Development, 56(3), 243–260. doi:10.1353/csd.2015.0025
   Web of Science ®Google Scholar
• Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 27, pp. 41–122). New York, NY: Springer.
   Google Scholar
• Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189–214. doi:10.1007/s11162-008-9114-7
   PubMed Web of Science ®Google Scholar
• Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We do science here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553–579. doi:10.1111/josi.2011.67.issue-3
   PubMed Web of Science ®Google Scholar
• Jehangir, R. R., Stebleton, M. J., & Deenanath, V. (2015). An exploration of intersecting identities of first-generation, low-income college students (Research Report No. 5). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
   Google Scholar
• Johnson, A. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91(5), 805–821. doi:10.1002/sce
   Web of Science ®Google Scholar
• Kim, E. (2014). Breaking through a myopic view of immigrant students. About Campus, 19(3), 29–32. doi:10.1002/abc.21160
   Google Scholar
• Kim, E., & Diaz, J. (2013). Immigrant students and higher education. (ASHE Higher Education Report, 38(6)). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Lee, J. J. (2007). Neo-racism toward international students: A critical need for change. About Campus, 11(6), 28–30. doi:10.1002/abc.194
   Google Scholar
• Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381–409. doi:10.1007/s10734-005-4508-3
   Web of Science ®Google Scholar
• Li, S. L., & Loverude, M. E. (2013). Identity and belonging: Are you a physicist (chemist)? AIP Conference Proceedings, 1513(1), 246–249. doi:10.1063/1.4789698
   Google Scholar
• Lu, C. (2015). Finding los científicos within: Latino male science identity development in the first college semester. Journal of College Student Development, 56(7), 740–745. doi:10.1353/csd.2015.0069
   Web of Science ®Google Scholar
• Menjívar, C. (2006). Liminal legality: Salvadoran and Guatemalan immigrants’ lives in the United States. American Journal of Sociology, 111(4), 999–1037. doi:10.1086/499509
   Web of Science ®Google Scholar
• Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student–Faculty relationship in a highly challenging course. College Teaching, 60(2), 41–47. doi:10.1080/87567555.2011.627576
   Google Scholar
• Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial microaggressions reconsidered. American Educational Research Journal, 50(3), 432–465. doi:10.3102/0002831212468048
   Web of Science ®Google Scholar
• Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250–260. doi:10.1037/0022-0167.52.2.250
   Web of Science ®Google Scholar
• Muñoz, S. M. (2016). Undocumented and unafraid: Understanding the disclosure management process for undocumented college students and graduates. Journal of College Student Development, 57(6), 715–729. doi:10.1353/csd.2016.0070
   Web of Science ®Google Scholar
• Muñoz, S. M., & Espino, M. M. (2017). The freedom to learn: Experiences of students without legal status attending freedom university. The Review of Higher Education, 40(4), 533–555. doi:10.1353/rhe.2017.0021
   Web of Science ®Google Scholar
• Museus, S. D., & Liverman, D. (2010). High-performing institutions and their implications for studying underrepresented minority students in STEM. New Directions for Institutional Research, 148, 17–27. doi:10.1002/ir
   Google Scholar
• Museus, S. D., & Smith, E. J. (2016). The culturally engaging campus environments model and survey: A report on new tools for assessing campus environments and diverse college student outcomes. Washington, DC: National Association of Student Personnel Administrators (NASPA).
   Google Scholar
• Museus, S. D., Yi, V., & Saelua, N. (2017). The impact of culturally engaging campus environments on sense of belonging. The Review of Higher Education, 40(2), 187–215. doi:10.1353/rhe.2017.0001
   Web of Science ®Google Scholar
• Mwangi, C. A. G., & Fries-Britt, S. (2015). Black within Black: The perceptions of Black immigrant collegians and their U.S. college experience. About Campus, 20(2), 16–23. doi:10.1002/abc.21187
   Google Scholar
• National Student Clearinghouse Research Center. (2015). Snapshot report: Degree attainment. Retrieved from: https://nscresearchcenter.org/wp-content/uploads/SnapshotReport15-DegreeAttainment.pdf
   Google Scholar
• Ong, M. (2005). Body projects of young women of color in physics: Intersections of gender, race, and science. Social Problems, 52(4), 593–617. doi:10.1525/sp.2005.52.4.593
   Web of Science ®Google Scholar
• Palmer, R. T., & Maramba, D. C. (2015). Racial microaggressions among Asian American and Latino/a students at a historically Black university. Journal of College Student Development, 56(7), 705–722. doi:10.1353/csd.2015.0076
   Web of Science ®Google Scholar
• Patton, M. Q. (2014). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE.
   Google Scholar
• PayScale. (n.d.). Majors that pay you back. Retrieved January 6, 2016, from: http://www.payscale.com/college-salary-report-2014/majors-that-pay-you-back
   Google Scholar
• Pew Research Center. (2015, September 28). Modern immigration wave brings 59 million to U.S., driving population change and growth through 2065. Retrieved from: http://www.pewhispanic.org/2015/09/28/modern-immigration-wave-brings-59-million-to-u-s-driving-population-growth-and-change-through-2065/
   Google Scholar
• Pillow, W. S. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. doi:10.1080/0951839032000060635
   Google Scholar
• Porche, M. V., Grossman, J. M., & Dupaya, K. C. (2016). New American scientists: First generation immigration status and college STEM aspirations. Journal of Women and Minorities in Science and Engineering, 22(1), 1–21. doi:10.1615/JWomenMinorScienEng.v22.i1
   Google Scholar
• Rahm, J., & Moore, J. C. (2015). A case study of long-term engagement and identity-in-practice: Insights into the STEM pathways of four underrepresented youths. Journal of Research in Science Teaching, 1–34. doi:10.1002/tea.21268
   Web of Science ®Google Scholar
• Rodriguez, S., Cunningham, K., & Jordan, A. (2017). STEM identity development for Latinas: The role of self- and outside recognition. Journal of Hispanic Higher Education. Online First. doi:10.1177/1538192717739958
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE.
   Google Scholar
• Staklis, S., & Horn, L. (2012). New Americans in postsecondary education: A profile of immigrant and second-generation American undergraduates (National Center for Education Statistics Stats in Brief). Jessup, M.D.: U.S. Retrieved from: http://files.eric.ed.gov/fulltext/ED533605.pdf
   Google Scholar
• Stebleton, M. J., & Aleixo, M. B. (2015). Examining undocumented Latino/a student interactions with faculty and institutional agents. Journal of Hispanic Higher Education, 14(3), 256–273. doi:10.1177/1538192715574097
   Google Scholar
• Stebleton, M. J., & Aleixo, M. B. (2016). Black African immigrant college students’ perceptions of belonging at a predominately White institution. Journal of the First-Year Experience & Students in Transition, 28(1), 89–107.
   Google Scholar
• Stewart, D. L. (2013). Racially minoritized students at U.S. four-year institutions. The Journal of Negro Education; Spring, 82(2), 184–197. doi:10.7709/jnegroeducation.82.2.0184
   Google Scholar
• Syed, M., Azmitia, M., & Cooper, C. R. (2011). Identity and academic success among underrepresented ethnic minorities: An interdisciplinary review and integration. Journal of Social Issues, 67(3), 442–468. doi:10.1111/josi.2011.67.issue-3
   Web of Science ®Google Scholar
• Syed, M., & Chemers, M. M. (2011). Ethnic minorities and women in STEM: Casting a wide net to address a persistent social problem. Journal of Social Issues, 67(3), 435–441. doi:10.1111/josi.2011.67.issue-3
   Web of Science ®Google Scholar
• Szelényi, K., Bresonis, K., & Mars, M. M. (2016). Who am I versus who can I become? Exploring women’s science identities in STEM Ph.D. Programs. The Review of Higher Education, 40(1), 1–31. doi:10.1353/rhe.2016.0036
   Web of Science ®Google Scholar
• Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2015). the shadows of the ivory tower: Undocumented undergraduates and the liminal state of immigration reform. Los Angeles, CA: The Institute for Immigration, Globalization, & Education, University of California, Los Angeles.
   Google Scholar
• Toma, J. D. (2011). Approaching rigor in applied qualitative research. In C. F. Conrad & R. C. Serlin (Eds.), The SAGE handbook for research in education (pp. 263–280). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• U.S. Department of Education. (2015). Science, technology, engineering and math: Education for global leadership. Retrieved from: http://www.ed.gov/stem
   Google Scholar
• Vaccaro, A. (2017). “Trying to act like racism is not there”: Women of color at a predominantly White women’s college challenging dominant ideologies by exposing racial microaggressions. NASPA Journal about Women in Higher Education. Online First. doi:10.1080/19407882.2017.1348303
   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
• Zong, J., & Batalova, J. (2017, March 8). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. Retrieved from: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states.
   Google Scholar