Year: 2025
Type: article
Abstract: Latinas have graduated from college at an increasing rate over the last decade, but they are still underrepresented in science, technology, engineering, and mathematics (STEM) degree programs and careers. One method to tackle challenges that can affect the persistence of Latinas in STEM programs is mentorship. The mentorship program in the following study was part of a larger project focused on studying Latinas in STEM undergraduate success, which utilized a Latina/o resilience model as its conceptual framework. Through the use of focus groups and written reflections, we were guided by the following research question: What types of successful peer mentoring strategies do Latinas develop in their pursuit of a college STEM degree at a Hispanic Serving Institution in Texas? Three strategies emerged from the data: (a) connection through shared cultural experiences, (b) seeking other Latinas in STEM, and (c) moving from mentorship into friendship. We identified that mentorship rooted in shared cultural identity, peer support, and emotional connection served as key mechanisms of resilience and persistence. Resilience, through shared culture and context, was brought to the forefront during this mentorship experience.
Source: Education Sciences
Authors: Jacqueline Alexandra White, Emma Claudia Perez, Elsa Maria Gonzalez, Judith Corral
Institutions: Texas A&M University, Southern New Hampshire University
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,172
Funder: National Science Foundation
Awards: CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in Hispanic Serving Institutions, CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in Hispanic Serving Institutions
OpenAlex ID: W4415967907