Latinas Resistance Behaviors in Engineering Programs at Predominantly White Institutions (PWIs) and Hispanic Serving Institutions (HSIs): An Intersectional View

以白人为主的机构 (PWI) 和西班牙裔服务机构 (HSI) 工程项目中拉丁裔的抵抗行为：交叉观点

• 批准号: 2247636
• 负责人: Qi Shi
• 金额: $ 49.83万
• 依托单位: Loyola University Maryland, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247636&HistoricalAwards=false
• 关键词: Latinas; Resistance; Behaviors; Engineering; Programs

Latinas’ experiences in engineering programs can be unique due to the multiple layers of challenges and assets in their science, technology, engineering, and mathematics (STEM) journey: being a woman, being Latinx, being a bilingual speaker of Spanish and English. The disparities in Latinas’ engineering access and attainment are the result of historically oppressive racist and sexist structures embedded in STEM space that perpetuate sexism and racism. However, there is limited research on the nuanced experiences of how Latinas resist inequities in different STEM educational settings and how they succeed. Another major shortcoming of the current literature on Latinx STEM education is that they are mostly viewed from a deficit perspective. This project aims to investigate how Latinas choose to engage in various resistance behaviors in different engineering cultures and campus climates and how these different cultures and campus climates influence their resistance. This project uses an anti-deficit view to interpret and make meaning of the experiences and assets that may have impacted Latinas’ resistance and persistence in engineering programs. Findings from this study can be used to develop inclusive policies and counseling strategies to broaden the participation of Latinas and increase theirpersistence in STEM at both Predominantly White Institutions (PWIs) and Hispanic-Serving Institutions (HSIs). Guided by a combination of LatCrit theory of resistance, intersectionality, and Cultural Wealth Model (CWM), the goal of this project is to investigate how Latinas choose to engage in various resistance behaviors in different engineering cultures and campus climates and how these different STEM cultures and campus climates influence their resistance. Specific research questions include: (1) How do Latinas engage in different resistance behaviors in undergraduate engineering programs? (2) How do different engineering cultures and campus climates at Predominantly White Institutions (PWIs) and Hispanic-Serving Institutions (HSIs) influence Latinas’ resistance behaviors in engineering programs? and (3) How do Latinas’ intersectional identities and their cultural wealth influence their resistance behaviors in different engineering cultures and campus climates? Using an interpretive phenomenological design, this project will conduct individual interviews with Latina students and qualitative surveys with faculty members and administrators from three PWIs and three HSIs in California, Florida, and Texas. Expected findings include more nuanced information about Latinas’ resistance behaviors in engineering programs at PWIs and HSIs. Through sharing finding reports with participating institutions and broader STEM and Latinx communities, this study will provide needed information to promote Latinas’ access and persistence in engineering programs. PWIs and HSIs could utilize the findings from this study to develop retention and recruitment policies and practices to broaden the participation and promote equity and inclusion for underrepresented minority students majoring in engineering and entering STEM careers.This project is supported by NSF's EDUCore Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

拉丁美洲人在工程项目的经验可以是独特的，因为他们的科学，技术，工程和数学（STEM）之旅的挑战和资产的多个层次：作为一个女人，作为拉丁美洲人，作为西班牙语和英语的双语发言者。拉丁美洲人在工程获取和实现方面的差异是历史上压迫性的种族主义和性别歧视结构嵌入STEM空间的结果，这些结构使性别歧视和种族主义永久化。然而，关于拉丁美洲人如何在不同的STEM教育环境中抵制不平等以及他们如何成功的细微差别的经验的研究有限。目前关于拉丁STEM教育的文献的另一个主要缺点是，它们大多是从赤字的角度来看的。该项目旨在调查拉丁美洲人如何选择在不同的工程文化和校园气候从事各种阻力行为，以及这些不同的文化和校园气候如何影响他们的阻力。该项目使用反赤字的观点来解释和理解可能影响拉丁美洲人在工程项目中的抵抗和坚持的经验和资产。这项研究的结果可用于制定包容性政策和咨询策略，以扩大拉丁裔的参与，并增加他们在白色占主导地位的机构（PWIs）和西班牙裔服务机构（HSI）的STEM的持久性。在LatCrit抵抗理论，交叉性和文化财富模型（CWM）的结合指导下，该项目的目标是调查拉丁人如何选择在不同的工程文化和校园气候中参与各种抵抗行为，以及这些不同的STEM文化和校园气候如何影响他们的抵抗。具体的研究问题包括：（1）拉丁裔如何在本科工程项目中从事不同的抵抗行为？(2)在以白色为主的机构（PWI）和西班牙裔服务机构（HSI），不同的工程文化和校园气候如何影响拉丁美洲人在工程项目中的抵抗行为？（3）在不同的工程文化和校园氛围中，拉丁裔的交叉身份和文化财富是如何影响他们的抵抗行为的？使用解释现象学的设计，该项目将与拉丁裔学生和教师和管理人员从三个PWIs和三个HSIs在加州，佛罗里达和得克萨斯州的定性调查进行个别采访。预期的调查结果包括更多的细微差别的信息，拉丁美洲人的阻力行为在工程项目在PWIs和HSIs。通过与参与机构和更广泛的STEM和Latinx社区分享调查报告，这项研究将提供必要的信息，以促进拉丁美洲人在工程项目中的访问和坚持。PWI和HSI可以利用这项研究的结果来制定保留和招聘政策和实践，以扩大参与，促进工程专业和进入STEM职业的代表性不足的少数民族学生的公平和包容。 ECR计划强调基础STEM教育研究，产生该领域的基础知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响力审查标准进行评估，被认为值得支持。