Latina college students' experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory
Latina college students' experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory
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DOI：
10.1080/09518398.2020.1751894
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发表时间：
2020-04-17
影响因子：
1.1
通讯作者：
Banda, Rosa Maria
中科院分区：
文献类型：
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作者：
Contreras Aguirre, Hilda Cecilia;Gonzalez, Elsa;Banda, Rosa Maria
在过去的20年里，拉丁裔本科大学生增加了他们的入学人数和学位获得。然而，在科学、技术、工程和数学（STEM）学科中，拉丁裔的代表性仍然严重不足。该研究旨在更深入地了解同龄人，教师和家庭在两个选定的西班牙裔服务机构（HSI）的拉丁裔学生坚持STEM领域中所扮演的角色。使用拉丁裔批判种族理论，拉丁裔反思他们在男性主导的STEM学科的经验。
In the last 20 years, Latina undergraduate college students have increased their enrollment and degree attainment. However, in science, technology, engineering, and mathematics (STEM) disciplines Latinas remain highly underrepresented. The study aims to gain more insight into the roles that peers, faculty, and family play in Latina students' persistence in STEM fields at two selected Hispanic-Serving Institutions (HSIs). Using Latino Critical Race Theory, Latinas reflected on their experiences in male-dominated STEM disciplines.