Exploring Latina stem college student success at southern Hispanic serving higher education institutions

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dc.contributor.advisorBanda, Rosa María
dc.contributor.advisorGonzalez, Elsa
dc.contributor.authorContreras Aguirre, Hilda Cecilia
dc.contributor.committeeMemberMehrubeoglu, Ruby
dc.contributor.committeeMemberGuardiola, Jose
dc.creator.orcidhttps://orcid.org/0000-0002-8602-6345en_US
dc.date.accessioned2022-04-22T21:46:23Z
dc.date.available2022-04-22T21:46:23Z
dc.date.issued2019-05
dc.description.abstractThe underrepresentation of females in science, technology, engineering, and mathematics (STEM) programs, in particular, minority females such as Latinas persists. Multiple studies have addressed such lack of presence by recriminating their race and gender. Fewer researches have focused on Latinas’ assets and their leadership adopted throughout the college pathway to successfully attain their degree. This qualitative inquiry sought a better understanding of ten Latinas’ college experiences as it relates to their persistence and influence of race influencing their STEM degree attainment at two Hispanic-Serving Institutions (HSIs). Focusing on the role that peers, faculty, students support services, and family play in Latinas’ college persistence, the findings of the study revealed the guidance and formative role that faculty and students support services have on Latina students both to support them academically and professionally. In addition, the study found the critical role that peers and family play for Latinas by providing emotional support to help, motivate, and inspire them becoming part of their success as STEM college students. Finally, the study concluded that Latinas use multiple strategies and resources (e.g., finding another Latina peer, participating in on-campus organizations, and finding an informal mentor) to meet the program requirements, adjust socially and academically to the campus, and expand their social network. The findings of this study demonstrated the importance of different stakeholders (e.g., peers, professors, and family) for Latinas’ persistence in STEM at two HSIs. To improve Latinas’ self-perception in male-dominated disciplines, further qualitative studies should analyze the hiring practices of STEM faculty, the role of Latina faculty mentors, the counters paces or safe spaces created to navigate the college experience, and the leadership adopted within their field.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent219 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/90512
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjecthispanic-serving institution (hsi)en_US
dc.subjectlatina undergraduate college studentsen_US
dc.subjectscienceen_US
dc.subjecttechnologyen_US
dc.subjectengineeringen_US
dc.subjectmathematicsen_US
dc.subjectscience, technology, engineering, and mathematics (stem)en_US
dc.titleExploring Latina stem college student success at southern Hispanic serving higher education institutionsen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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