Blanca E Rincon
Biographic Data
| ID | 1500862 |
|---|---|
| NAME | Blanca E Rincon |
| GIVEN NAMES | Blanca E |
| FAMILY NAME | Rincon |
| SIGNATURE | RINCON B E |
| AFFILIATIONS | University of Nevada, Las Vegas |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Culturally responsive mentoring
Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development Program
Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for building institutional capacity for broadening participation in STEM and transforming HSIs toward better serving Students of Color, specifical…
Cultivating Graduate STEM Pathways
To understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizational brokerage theory, our findings illuminate how 1) alliance-based STEM enrichment programs (SEPs) bridge social capital via interorganizational ne…
(Re)creating family and reinforcing pedagogies of the home
Utilizing Yosso’s concept of familial capital, we analyzed the narratives of 30 Students of Color pursuing STEM majors at five Northeastern United States universities to understand how familial capital manifests as students navigate postsecondary education. Our findings suggest that students extend cultural notions of family to their relationships with peers, staff, and administrators to (re)create familial relationships and spaces on campus that…
“I wanted to follow in her footsteps”
Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of St…
Latinx Students Charting Their Own STEM Pathways
Addressing Latinx student underrepresentation in STEM requires an assets-based reimagining of STEM experiences and pathways that facilitate student success. Drawing on data from two qualitative studies of Latinx students pursuing STEM majors, findings reveal that Latinx students draw on at least six distinct forms of cultural assets to facilitate their, and at times their peers’, persistence in STEM. Latinx students then utilize these cultural as…
Anchoring comunidad
Using a phenomenological approach, we interviewed 16 Latinx college students pursuing STEM degrees at four Northeastern universities to explore the forms of capital that first- and continuing-generation Latinx students use as they enter and navigate postsecondary STEM pathways. Findings suggest that both first- and continuing-generation Latinx students in STEM entered college with community cultural wealth (CCW). Unlike their first-generation pee…
Investigating the origins of STEM intervention programs
In recent decades, efforts to diversify Science, Technology, Engineering, and Mathematics (STEM) fields have relied on a variety of recruitment and retention programs designed to improve access and outcomes of traditionally underrepresented populations. Examining how such programs emerge within institutions of higher education in the United States – including original motivations, sources of funding, and institutional agents involved in the devel…
Does Latinx Representation Matter for Latinx Student Retention in STEM
Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the repre…
STEM intervention programs
This study examines the funding practices and challenges of diversity initiatives found in the science, technology, engineering, and mathematics (STEM) fields. Interviews with 55 intervention program administrators, representing 48 unique STEM intervention programs, were conducted at nine large research-intensive universities. The interviews, which examined the design, structure, implementation, and funding challenges of STEM interventions, revea…
Anchoring comunidad
Using a phenomenological approach, we interviewed 16 Latinx college students pursuing STEM degrees at four Northeastern universities to explore the forms of capital that first- and continuing-generation Latinx students use as they enter and navigate postsecondary STEM pathways. Findings suggest that both first- and continuing-generation Latinx students in STEM entered college with community cultural wealth (CCW). Unlike their first-generation pee…
Latinx Students Charting Their Own STEM Pathways
Addressing Latinx student underrepresentation in STEM requires an assets-based reimagining of STEM experiences and pathways that facilitate student success. Drawing on data from two qualitative studies of Latinx students pursuing STEM majors, findings reveal that Latinx students draw on at least six distinct forms of cultural assets to facilitate their, and at times their peers’, persistence in STEM. Latinx students then utilize these cultural as…
STEM intervention programs
This study examines the funding practices and challenges of diversity initiatives found in the science, technology, engineering, and mathematics (STEM) fields. Interviews with 55 intervention program administrators, representing 48 unique STEM intervention programs, were conducted at nine large research-intensive universities. The interviews, which examined the design, structure, implementation, and funding challenges of STEM interventions, revea…
(Re)creating family and reinforcing pedagogies of the home
Utilizing Yosso’s concept of familial capital, we analyzed the narratives of 30 Students of Color pursuing STEM majors at five Northeastern United States universities to understand how familial capital manifests as students navigate postsecondary education. Our findings suggest that students extend cultural notions of family to their relationships with peers, staff, and administrators to (re)create familial relationships and spaces on campus that…
Does Latinx Representation Matter for Latinx Student Retention in STEM
Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the repre…
Investigating the origins of STEM intervention programs
In recent decades, efforts to diversify Science, Technology, Engineering, and Mathematics (STEM) fields have relied on a variety of recruitment and retention programs designed to improve access and outcomes of traditionally underrepresented populations. Examining how such programs emerge within institutions of higher education in the United States – including original motivations, sources of funding, and institutional agents involved in the devel…
Culturally responsive mentoring
STEM intervention programs
This study examines the funding practices and challenges of diversity initiatives found in the science, technology, engineering, and mathematics (STEM) fields. Interviews with 55 intervention program administrators, representing 48 unique STEM intervention programs, were conducted at nine large research-intensive universities. The interviews, which examined the design, structure, implementation, and funding challenges of STEM interventions, revea…
Does Latinx Representation Matter for Latinx Student Retention in STEM
Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the repre…
Investigating the origins of STEM intervention programs
In recent decades, efforts to diversify Science, Technology, Engineering, and Mathematics (STEM) fields have relied on a variety of recruitment and retention programs designed to improve access and outcomes of traditionally underrepresented populations. Examining how such programs emerge within institutions of higher education in the United States – including original motivations, sources of funding, and institutional agents involved in the devel…
“I wanted to follow in her footsteps”
Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of St…
Latinx Students Charting Their Own STEM Pathways
Addressing Latinx student underrepresentation in STEM requires an assets-based reimagining of STEM experiences and pathways that facilitate student success. Drawing on data from two qualitative studies of Latinx students pursuing STEM majors, findings reveal that Latinx students draw on at least six distinct forms of cultural assets to facilitate their, and at times their peers’, persistence in STEM. Latinx students then utilize these cultural as…
Anchoring comunidad
Using a phenomenological approach, we interviewed 16 Latinx college students pursuing STEM degrees at four Northeastern universities to explore the forms of capital that first- and continuing-generation Latinx students use as they enter and navigate postsecondary STEM pathways. Findings suggest that both first- and continuing-generation Latinx students in STEM entered college with community cultural wealth (CCW). Unlike their first-generation pee…
Cultivating Graduate STEM Pathways
To understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizational brokerage theory, our findings illuminate how 1) alliance-based STEM enrichment programs (SEPs) bridge social capital via interorganizational ne…
(Re)creating family and reinforcing pedagogies of the home
Utilizing Yosso’s concept of familial capital, we analyzed the narratives of 30 Students of Color pursuing STEM majors at five Northeastern United States universities to understand how familial capital manifests as students navigate postsecondary education. Our findings suggest that students extend cultural notions of family to their relationships with peers, staff, and administrators to (re)create familial relationships and spaces on campus that…
Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development Program
Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for building institutional capacity for broadening participation in STEM and transforming HSIs toward better serving Students of Color, specifical…
Culturally responsive mentoring
Higher Education Research Studies (10 works) · Psychology (9 works) · Sociology (9 works) · Political science (8 works) · Public relations (7 works) · Career Development and Diversity (6 works) · Pedagogy (6 works) · Social science (4 works) · Parental Involvement in Education (3 works) · Social capital (3 works)