"We're the Unicorns in STEM": Understanding How Academic and Social Experiences Influence Sense of Belonging for Latina Undergraduate Students

Autor/inn/en	Rodriguez, Sarah L.; Blaney, Jennifer M.
Titel	"We're the Unicorns in STEM": Understanding How Academic and Social Experiences Influence Sense of Belonging for Latina Undergraduate Students
Quelle	In: Journal of Diversity in Higher Education, 14 (2021) 3, S.441-455 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Sarah L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000176
Schlagwörter	STEM Education; Majors (Students); Undergraduate Students; Hispanic American Students; Females; Disproportionate Representation; Student Experience; Sense of Community; College Environment; Social Isolation; Sex Stereotypes; Racial Bias; Ethnicity; Peer Relationship; Self Efficacy; Resistance (Psychology); Student Organizations; Public Colleges; Research Universities + Suchen Sie Ihr Suchwort? STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Studienerfahrung; Hochschulumwelt; Soziale Isolation; Racial discrimination; Rassismus; Ethnizität; Peer-Beziehungen; Self-efficacy; Selbstwirksamkeit; Resistenz; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Forschungseinrichtung
Abstract	Framed by Strayhorn's (2012) model of sense of belonging, this study examined the influence of academic and social collegiate experiences on the sense of belonging of undergraduate Latina students in science, technology, engineering, and mathematics (STEM) majors. "Sense of belonging" refers to a feeling of mattering or being connected and can be seen as a reflection of the supports that exist within a given context. This study used a qualitative, phenomenological approach to understand the lived experiences of 17 undergraduate Latina students majoring in STEM disciplines at a tier-one predominantly white public research university in the southwest. We found that Latina students often felt marginalized within their STEM environments, faced skepticism and self-doubt inflicted by their male peers, and were forced to navigate feelings of isolation during their college journeys. To build a sense of belonging, students actively resisted marginalization by reframing their experiences as trailblazing and engaging with identity-based STEM organizations. Implications for improving institutional practice and policy are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01