"Your Family is Always With You": Perceptions of Parental Relationships Among Hispanic/Latinx Young Adults Pursuing STEM Careers.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Angela Frederick, Angelica Monarrez, Danielle X Morales, Heather A Daniels, Sara E Grineski, Timothy W Collins
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Abstract

Hispanic/Latinx young adults remain significantly underrepresented in science, technology, engineering, and mathematics (STEM) fields, yet the role families play in these young adults' trajectories in STEM is still underexamined. The purpose of this study was to examine the relational supports and constraints that Hispanic/Latinx college students in STEM majors experienced with their parents as they moved through college and transitioned into their first year of graduate school or full-time employment. Two rounds of interviews were conducted with 18 Hispanic/Latinx young adults who were part of an undergraduate STEM program at a Hispanic-majority university. Most of the study participants reported benefiting from immense emotional support from their parents; however, this emotional support was often simultaneously coupled with home-school value conflicts and a dynamic we call "conversational constraints." Results from this study point to important interventions involving family that might improve the rates of participation of Hispanic/Latinx students from a range of socioeconomic backgrounds in STEM fields.

“你的家人永远与你同在”:追求STEM职业的西班牙裔/拉丁裔年轻人对父母关系的看法。
西班牙裔/拉丁裔年轻人在科学、技术、工程和数学(STEM)领域的代表性仍然显著不足,但家庭在这些年轻人的STEM发展轨迹中所扮演的角色仍有待深入研究。本研究的目的是检验STEM专业的西班牙裔/拉丁裔大学生在大学毕业并过渡到研究生院第一年或全职工作时与父母之间的关系支持和约束。对18名西班牙裔/拉丁裔年轻人进行了两轮采访,他们是西班牙语占多数的大学本科生STEM项目的一部分。大多数研究参与者报告说,他们从父母的巨大情感支持中受益;然而,这种情感支持往往同时伴随着家校价值冲突和我们称之为“对话约束”的动态。这项研究的结果表明,涉及家庭的重要干预措施可能会提高来自各种社会经济背景的西班牙裔/拉丁裔学生在STEM领域的参与率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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