Writing and Language Studies Faculty Publications and Presentations
Exploring Undergraduate Latine Students’ Learning Experiences in STEM Courses
Document Type
Article
Publication Date
4-12-2024
Abstract
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.
Recommended Citation
Cavazos, A. G., Vela, J. C., & Troncoso, A. (2024). Exploring Undergraduate Latine Students’ Learning Experiences in STEM Courses. Journal of Latinos and Education, 1–20. https://doi.org/10.1080/15348431.2024.2339263
Publication Title
Journal of Latinos and Education
DOI
10.1080/15348431.2024.2339263
Comments
© 2024 Taylor & Francis Group, LLC.
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