Enacting Spiritual Activism to Develop a Sense of Belonging: Latina Community College Students Choosing and Persisting in STEM

Autor/inn/en	Acevedo, Nancy; Nunez-Rivera, Stephanie; Casas, Yesenia; Cruz, Elsy; Rivera, Patricia
Titel	Enacting Spiritual Activism to Develop a Sense of Belonging: Latina Community College Students Choosing and Persisting in STEM
Quelle	In: Journal of Women and Gender in Higher Education, 14 (2021) 1, S.59-78 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/26379112.2021.1891928
Schlagwörter	Hispanic American Students; Females; Two Year College Students; Community Colleges; STEM Education; Student Experience; Minority Serving Institutions; Majors (Students); Barriers; Social Support Groups; Teacher Influence; College Faculty; Scholarships; Resources; Racial Bias; Gender Bias; Equal Education; Student School Relationship; Resilience (Psychology); Social Justice; Student Attitudes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Community college; Community College; STEM; Studienerfahrung; Social support; Soziale Unterstützung; Fakultät; Scholarship; Stipendium; Betriebsmittel; Hilfsmittel; Racial discrimination; Rassismus; Geschlechterstereotyp; Schüler-Lehrer-Beziehung; Soziale Gerechtigkeit; Schülerverhalten
Abstract	Guided by the theoretical frameworks of sense of belonging and spiritual activism, this study examines the experiences of first-generation Latina community college students who navigated the choice to major in science, technology, engineering, and mathematics (STEM) and their experiences as they prepared to transfer to a 4-year college from two Hispanic-serving community colleges. Informed by semi-structured interviews with eight Latina students, the study found that participants chose to major in a specific STEM field only after they had explored other options. After choosing a STEM major, the participants experienced academic and interpersonal invalidations, which made them question whether they belonged in STEM. However, they had access to multiple institutional resources, including scholarship funds, a supportive peer group, and validating faculty, which supported healing from previous invalidations and contributed to their sense of belonging. As individuals who encountered both inequities and microaggressions, spiritual activism reinforced a sense of belonging in STEM for Latina students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01