“I wanted to follow in her footsteps”
Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways
Bibliographic Data
| ID | 21459990 |
|---|---|
| Authors | Blanca Rincon (University of Nevada, Las Vegas), Blanca E Rincon (University of Nevada, Las Vegas), Erica Fernandez (0000-0001-5655-3200, Miami University), Juanita K Hinojosa (University of Nevada, Las Vegas) |
| Year | 2020 |
| Volume | 122 |
| Issue | 9 |
| Pages | 1-36 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/016146812012200903 |
| OpenAlex | W3097887815 |
| Language | EN |
| Citations received | 8 |
| References cited | 44 |
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 Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce
Ethnic group · Political science · Public relations · Sociology · Workforce · Career Development and Diversity · Diverse Educational Innovations Studies · Higher Education Research Studies · Psychology · Social Psychology
“It’s a Mixed Bag”
The Development and Validation of the Academic Cultural Wealth Scale
“Contributing to something good”
“That Was the Biggest Help”
(Re)creating family and reinforcing pedagogies of the home
Centering Latinx students in STEM education research through pláticas methodology
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms
What do families have to say about it
Parent Involvement, African American Mothers, and the Politics of Educational Care
Understanding the Role of Parents and Siblings as Information Sources in the College Choice Process of Chicana Students
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Career Development and Counseling
Whose culture has capital? A critical race theory discussion of community cultural wealth
The Impact of Family Structure, Relationships, and Support on African American Students’ Collegiate Experiences
Latino parents’ educational values and STEM beliefs
Cultivando logradores
Chicana College Aspirations and the Role of Parents
Moving Latino/a Students Into STEM Majors in College
Engineering Resistors
Understanding Latina and Latino College Choice
If the Student Is Good, Let Him Fly
"Mexican Americans Don't Value Education!" On the Basis of the Myth, Mythmaking, and Debunking
Ethnic variation in gender-STEM stereotypes and STEM participation
To valerse por si misma between race, capitalism, and patriarchy
Critical Race Theory and Ethnographies Challenging the Stereotypes
Pathways to STEMM Professions for Students From Noncollege Homes
Pathways to a STEMM Profession
The Importance of Presence
American Educational Research Journal, 1964-1968
Making a Difference in Science Education
Research Design
Funds of knowledge for teaching
Black Parents as Advocates, Motivators, and Teachers of Mathematics
A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |