Exploring Undergraduate Latine Students’ Learning Experiences in STEM Courses

Bibliographic Data

ID12763166
AuthorsAlyssa G Cavazos (The University of Texas Rio Grande Valley, corresponding author), Javier Cavazos Vela (0000-0001-6158-8221, The University of Texas Rio Grande Valley), Alonso Troncoso (The University of Texas Rio Grande Valley)
Year2024
Volume23
Issue5
Pages1833-1852
Publication date2024-04-11
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Latinos and Education (JOURNAL)
Journal identifiersISSN: 1532-771X • E-ISSN: 1534-8431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2024.2339263
OpenAlexW4394735197
LanguageEN
Citations received3
References cited47

We used a phenomenological research design to explore 19 Latina and Queer identifying undergraduate students’ lived experiences in STEM undergraduate courses at a Hispanic-Serving Institution (HSI). Eighteen participants self-identified as female and one identified as genderqueer with an average undergraduate grade point average of 3.07. The following themes emerged from phenomenological data analysis: failure to acknowledge students’ cultural and language resources; deficit assumptions about students’ background, abilities, and potential; absence of active and collaborative learning and practical and real-world examples; minimal feedback on student learning and growth; disregard for student voices in design of assessments; and misalignment between assessments and evaluation tools to measure those assessments. We provide implications for faculty developers at HSIs and other institutions of higher education

Higher education · Mathematics education · Pedagogy · Political science · Sociology · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Second Language Learning and Teaching

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