Introduction
\n\nTo address STEM pathways of diverse groups\, STEM education research must foc us on the growing number of Latinx students majoring in Biology. Additiona lly\, prior research reveals that Hispanic-Serving Institutions (HSIs) tha t are community colleges are key in Latinx STEM pathways (Herrera\, 2020). The purpose of this study is to examine the experiences of Latinx student s 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 res earch questions: 1) How do Latinx biology transfer students navigate the B iology Department? and 2) How do Latinx biology transfer students interact with Biology faculty and counselors?
\n\nMethods\n\n
This is a qualitative study with 10 Latinx Biology students who t ransferred into an Emerging HSI\, located in Southern California. Particip ants are all first-generation college students. This study uses the cultur ally relevant methodology of pláticas\, which draws from Chicana/Latina Fe minist epistemology (Fierros & Delgado Bernal\, 2016). Two pláticas were c onducted with each participant. The first plática focused on relationship building between the researcher and the research collaborators\, explanati on 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 di scussion on moments of racism and sexism in the STEM classroom (Garcia\, 2 024). Additionally\, observations and reviews of documents were conducted. Memos and individual case reports were written for each participant to co nduct a cross-case analysis. Lastly\, a codebook was created and guided by the literature on Latinx students in STEM.
\n\nResults
\n\nThere are 3 salient themes for the findings. 1) Gendered d ifferences\, 2) Racism and Microaggressions with Biology counselors and Bi ology faculty and 3) (Un)traditional premed in Biology. Brief descriptions of each theme are provided below.
\n\nConclusion< /strong>
\n\nThis study advances STEM education research on Latinx B iology students through asset-based and culturally relevant methodology to reveal STEM experiences by Latinx Biology transfers who are pursuing grad uate and medical school. Also\, this study includes a discussion on how ca mpus structures marginalize and uphold racism in the STEM learning environ ment.
BEGIN:VALARM UID:32393463-6165-4638-b137-346534393231 ACTION:DISPLAY DESCRIPTION:INTRODUCTION\n\nTo address STEM pathways of diverse groups\, ST EM education research must focus on the growing number of Latinx students majoring in Biology. Additionally\, prior research reveals that Hispanic-S erving Institutions (HSIs) that are community colleges are key in Latinx S TEM pathways (Herrera\, 2020). The purpose of this study is to examine the experiences of Latinx students in Biology through critical and asset-base d frameworks\, the Latinx STEM cultural assets from Rendón et al. (2019) a nd Latinx Critical Race Theory (LatCrit) (Villalpando\, 2004). This study is guided by the following research questions: 1) How do Latinx biology tr ansfer students navigate the Biology Department? and 2) How do Latinx biol ogy transfer students interact with Biology faculty and counselors?\n\nMET HODS\n\nThis is a qualitative study with 10 Latinx Biology students who tr ansferred into an Emerging HSI\, located in Southern California. Participa nts are all first-generation college students. This study uses the cultura lly relevant methodology of pláticas\, which draws from Chicana/Latina Fem inist epistemology (Fierros & Delgado Bernal\, 2016). Two pláticas were co nducted with each participant. The first plática focused on relationship b uilding between the researcher and the research collaborators\, explanatio n of the research project\, and learning about the participants’ families and educational backgrounds. The second plática focused on participants’ e xperiences in STEM. The pláticas allowed for greater vulnerability and dis cussion on moments of racism and sexism in the STEM classroom (Garcia\, 20 24). Additionally\, observations and reviews of documents were conducted. Memos and individual case reports were written for each participant to con duct a cross-case analysis. Lastly\, a codebook was created and guided by the literature on Latinx students in STEM. \n\nRESULTS\n\nThere are 3 sali ent themes for the findings. 1) Gendered differences\, 2) Racism and Micro aggressions with Biology counselors and Biology faculty and 3) (Un)traditi onal premed in Biology. Brief descriptions of each theme are provided belo w. \n\n * _Gendered differences. _Latina transfer students experienced acti ons 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 sen se of belonging in the Biology major.\n * _Racism and Microaggressions wit h Biology counselors and Biology faculty. _Latinx Biology transfers experi enced racism in their honors courses when they attempted to secure researc h opportunities\, and when requesting letters of recommendation from STEM faculty.\n * _(Un)traditional premed in biology. _Latinx Biology transfers were highly aware of their status as premeds in introductory biology cour ses. Latinx students considered themselves untraditional premeds since the y transferred from a community college.\n\nCONCLUSION\n\nThis study advanc es STEM education research on Latinx Biology students through asset-based and culturally relevant methodology to reveal STEM experiences by Latinx B iology transfers who are pursuing graduate and medical school. Also\, this study includes a discussion on how campus structures marginalize and upho ld racism in the STEM learning environment. TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR