Theses and Dissertations

Date of Award

12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Karin Lewis

Second Advisor

Uma Ganesan

Third Advisor

Angela Chapman

Abstract

This phenomenological study investigated how Hispanic women navigated cultural identity and professional development during National Aeronautics and Space Administration (NASA) internship programs, examining the role of culturally responsive mentoring in supporting retention. The research question was, How do Hispanic women in aerospace-internship programs navigate the intersection of cultural identity and professional development as they transition from academic science, technology, engineering, and mathematics (STEM) programs to aerospace careers, and what role does culturally responsive mentoring play in supporting their retention?

Using Anzaldúa’s nepantla concept, Duncan-Andrade’s critical-hope theory, and Ladson-Billings’ culturally relevant pedagogy as theoretical frameworks, in this study, I employed semistructured interviews, a focus group with NASA Flight Director Diana Trujillo, and document analysis. Nine Hispanic women who completed NASA internships at Johnson Space Center between 2015 and 2025 participated in the study.

Thematic analysis revealed seven interconnected themes from individual interviews: language as a cultural barrier and professional gatekeeper; hypervisibility and representation burden; nontraditional pathways challenging linear STEM narratives; mentorship as cultural validation and professional transformation; representation as a catalyst for belonging; family narratives as motivational foundation; and institutional culture as a determinant of retention. The focus group generated additional themes, including authentic cultural expression as a professional strategy, intergenerational responsibility as a motivational framework, and embodied cultural communication as a professional resource.

Findings demonstrate that Hispanic women’s retention in aerospace organizations requires institutional transformation beyond recruitment initiatives. Key implications include (a) developing culturally responsive mentoring programs that validate nontraditional pathways and honor cultural identity; (b) restoring Employee Resource Groups to provide cultural affinity spaces; (c) implementing early exposure programs, showcasing authentic role models, and engaging entire families to attract Hispanic girls to STEM; and (d) recognizing cultural knowledge and bilingual capabilities as professional qualifications rather than personal characteristics. This research provides empirical evidence for diversity initiatives that transform aerospace environments from sites of cultural conflict to spaces where diverse perspectives drive innovation.

Comments

Copyright 2025 Jennifer Becerra. All Rights Reserved. https://proquest.com/docview/3292598424

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