Writing and Language Studies Faculty Publications and Presentations
Document Type
Article
Publication Date
7-5-2025
Abstract
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields.
Recommended Citation
Cavazos, A. G., Leija, V., & Cavazos Vela, J. (2025). Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems. Education Sciences, 15(7), 865. https://doi.org/10.3390/educsci15070865
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Education Sciences
DOI
10.3390/educsci15070865
Comments
© 2025 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).