STEM Identity Development for Latinas: The Role of Self- and Outside Recognition

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2017-11-08
Authors
Rodriguez, Sarah
Rodriguez, Sarah
Cunningham, Kelly
Jordan, Alec
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Abstract

This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.

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This article is published as Rodriguez, S. L., Cunningham, K., Jordan, A. (2017). STEM identity development for Latinas: The role of self- and outside recognition. Journal of Hispanic Higher Education. DOI: 10.1177/1538192717739958. Posted with permission.

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