We’re the unicorns in STEM”
Understanding how academic and social experiences influence sense of belonging for Latina undergraduate students
Datos Bibliográficos
| ID | 12976103 |
|---|---|
| Autores | Sarah L Rodríguez (0000-0002-3409-7096, East Texas A&M University, autor de correspondencia), Jennifer M Blaney (0000-0002-9146-6425, Idaho State University) |
| Año | 2020 |
| Volumen | 14 |
| Número | 3 |
| Páginas | 441-455 |
| Fecha de publicación | 2020-03-12 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Diversity in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1938-8934 • E-ISSN: 1938-8926 |
| Editorial | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/dhe0000176 |
| OpenAlex | W3011813987 |
| Idioma | EN |
| Citas recibidas | 66 |
Higher education · Mathematics education · Pedagogy · Political science · Sense of community · Sociology · Career Development and Diversity · Psychology · Social Psychology
Exploring HSI Identity through Student Perspectives
Inclusive curricular interventions and pedagogy in undergraduate engineering
Engineering technology through a constructivist lens
The role of psychological factors and transfer experiences in STEM identity
STEM identity status
Examining Black and Latine Students’ Sense of Belonging within the Mathematics Classroom
“I Felt Like I Completely Belonged in That Class”
The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents
Oh, the places you can go … if you ace calculus
Creating an equitable and inclusive STEM classroom
“Contributing to something good”
Teaching beginner-level computational social science
Becoming an inventor
The Influence of the Sherman STEM Teacher Scholars Program on Persistence in Science, Technology, Engineering, and Mathematics
Who Gets to Belong in Chemistry? A Decolonization Perspective Informed by Dominant Group Theory
A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students
Mentor Influence Among Hispanic Engineering Students’ Learning Research Experiences
Understanding the Effects of a Math Placement Exam on Calculus 1 Enrollment and Engineering Persistence
Telling Their Stories
Beyond Financial Aid
Race-Focused Research as a Space for Identity and Belonging
The Perceived Impact of Leading Supplemental Instruction on Student Leaders at a Hispanic-Serving Institution
Without My Family, I Don’t Know If I Would Be Here
“I Found My Home There”
“Dangerous, Demeaning, and Immoral”
Community engagement, service learning, and underrepresented college student success
Parents’ epistemic supports during home-based engineering design tasks
Impact of STEM Sense of Belonging on Career Interest
Research training interventions and undergraduate sense of belonging in the first year of college
Gendered Racial Migratory Fatigue Among Black Migrant Women in Brasil
Building belonging at university
Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations
Who's who
The potential power of “studygram”
Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging
A site of radical possibilities
Bridging gaps
Belonging in Engineering for Black, Latinx, and Indigenous Students
Nepantla Transgressions
Predictors of Latina Undergraduate Psychology Students’ Resilience
I am the Face of My Future Generation”
Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course
Nepantla aquí, Nepantla allá
Cuando Luchamos, Resistimos
Impostor Phenomenon Among Hispanic/Latino Early Career Researchers in STEM Fields
Challenges Experienced by Latina Multilingual Learners in STEM Undergraduate Programs
They Need to See Role Models”
Mentoring as a Means for Addressing Latina/o/x First Generation Undergraduate Engineering Student Success
Latinx College Students’ Strategies for Resisting Imposter Syndrome at Predominantly White Institutions
I’m Just Me and that’s Okay”
Culture change in the Forest sector
Routes to STEM
Mamá en inglés se dice ‘pre-med’”
Assessing an assets-based environmental fellowship through a community cultural wealth lens
Latina English Learners’ persistence in STEM undergraduate programs
Centering Latinx students in STEM education research through pláticas methodology
An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course
Enacting Spiritual Activism to Develop a Sense of Belonging
Developing Computing and Technology Leaders
Breaking barriers
Finding peers “like me”
Arabic creates an atmosphere of safety because it is our mother tongue
Experiences of marginalized women pursuing doctoral degrees in chemistry
I feel listened to and heard”
Affective Politics of Belonging to STEM
Paths into and out of STEM fields
| Obras citantes distintas | 66 |
|---|---|
| Citas por año | 13,2 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 65 |