Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory

Abstract

In the last 20 years, Latina undergraduate college students have increased their enrollment and degree attainment. However, in science, technology, engineering, and mathematics (STEM) disciplines Latinas remain highly underrepresented. The study aims to gain more insight into the roles that peers, faculty, and family play in Latina students' persistence in STEM fields at two selected Hispanic-Serving Institutions (HSIs). Using Latino Critical Race Theory, Latinas reflected on their experiences in male-dominated STEM disciplines.