Introduction

To address STEM pathways of diverse groups, STEM education research must focus on the growing number of Latinx students majoring in Biology. Additionally, prior research reveals that Hispanic-Serving Institutions (HSIs) that are community colleges are key in Latinx STEM pathways (Herrera, 2020). The purpose of this study is to examine the experiences of Latinx students in Biology through critical and asset-based frameworks, the Latinx STEM cultural assets from Rendón et al. (2019) and Latinx Critical Race Theory (LatCrit) (Villalpando, 2004). This study is guided by the following research questions: 1) How do Latinx biology transfer students navigate the Biology Department? and 2) How do Latinx biology transfer students interact with Biology faculty and counselors?

Methods

This is a qualitative study with 10 Latinx Biology students who transferred into an Emerging HSI, located in Southern California. Participants are all first-generation college students. This study uses the culturally relevant methodology of pláticas, which draws from Chicana/Latina Feminist epistemology (Fierros & Delgado Bernal, 2016). Two pláticas were conducted with each participant. The first plática focused on relationship building between the researcher and the research collaborators, explanation of the research project, and learning about the participants’ families and educational backgrounds. The second plática focused on participants’ experiences in STEM. The pláticas allowed for greater vulnerability and discussion on moments of racism and sexism in the STEM classroom (Garcia, 2024). Additionally, observations and reviews of documents were conducted. Memos and individual case reports were written for each participant to conduct a cross-case analysis. Lastly, a codebook was created and guided by the literature on Latinx students in STEM. 

Results

There are 3 salient themes for the findings. 1) Gendered differences, 2) Racism and Microaggressions with Biology counselors and Biology faculty and 3) (Un)traditional premed in Biology. Brief descriptions of each theme are provided below. 

1. Gendered differences. Latina transfer students experienced actions of exclusion based on their gender and race/ethnicity in small groups and lab work. Latinas describe moments of not fitting in and lacking a sense of belonging in the Biology major.
2. Racism and Microaggressions with Biology counselors and Biology faculty. Latinx Biology transfers experienced racism in their honors courses when they attempted to secure research opportunities, and when requesting letters of recommendation from STEM faculty.
3. (Un)traditional premed in biology. Latinx Biology transfers were highly aware of their status as premeds in introductory biology courses. Latinx students considered themselves untraditional premeds since they transferred from a community college.

Conclusion

This study advances STEM education research on Latinx Biology students through asset-based and culturally relevant methodology to reveal STEM experiences by Latinx Biology transfers who are pursuing graduate and medical school. Also, this study includes a discussion on how campus structures marginalize and uphold racism in the STEM learning environment.