A Cultural Wealth Approach to Understanding Latin@s' STEM Mentee and Mentor Experiences

Autor/inn/en	Morales-Chicas, Jessica; Gomez, Mariana; Gussman, Melissa; Kouyoumdjian, Claudia
Titel	A Cultural Wealth Approach to Understanding Latin@s' STEM Mentee and Mentor Experiences
Quelle	In: Equity & Excellence in Education, 55 (2022) 4, S.371-385 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morales-Chicas, Jessica) ORCID (Gomez, Mariana) ORCID (Gussman, Melissa) ORCID (Kouyoumdjian, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2022.2047411
Schlagwörter	Cultural Capital; Hispanic American Students; Mentors; Student Experience; College Students; Student Attitudes; Culturally Relevant Education; Minority Serving Institutions; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Collegestudent; Schülerverhalten; Kalifornien
Abstract	In the United States, Latin@s remain underrepresented in the STEM workforce despite being a growing population in postsecondary institutions and across the country. Mentorship is needed to foster agency and leadership to build more Latin@ representation in STEM. In this study, we used a focus group and interviews to examine the mentee and mentor experiences of five Latin@ college students enrolled in a Hispanic-serving institution and participating in a STEM mentoring program for youth. We applied a community cultural wealth framework to describe participants' mentoring experiences and the practices that help Latin@s navigate the pre-K-20+ STEM pipeline. Mentoring Latin@s in STEM necessitates a culturally affirming approach that acknowledges community wealth and the ways students overcome institutional barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01