A Cultural Wealth Approach to Understanding Latin@s’ STEM Mentee and Mentor Experiences

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-03-17 DOI:10.1080/10665684.2022.2047411

Jessica Morales-Chicas, Mariana Gomez, Melissa Gussman, C. Kouyoumdjian

引用次数: 1

Abstract

ABSTRACT In the United States, Latin@s remain underrepresented in the STEM workforce despite being a growing population in postsecondary institutions and across the country. Mentorship is needed to foster agency and leadership to build more Latin@ representation in STEM. In this study, we used a focus group and interviews to examine the mentee and mentor experiences of five Latin@ college students enrolled in a Hispanic-serving institution and participating in a STEM mentoring program for youth. We applied a community cultural wealth framework to describe participants’ mentoring experiences and the practices that help Latin@s navigate the pre-K-20+ STEM pipeline. Mentoring Latin@s in STEM necessitates a culturally affirming approach that acknowledges community wealth and the ways students overcome institutional barriers.

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理解的文化财富方法Latin@sSTEM学员和导师体验

在美国，尽管高等教育机构和全国各地的人口不断增长，但Latin@s在STEM劳动力中的代表性仍然不足。需要指导来培养机构和领导力，以在STEM中建立更多的拉丁裔代表。在本研究中，我们采用焦点小组和访谈的方式，对五名就读于西班牙裔服务机构并参加青年STEM指导计划的拉丁裔大学生的受指导者和导师经历进行了调查。我们应用了一个社区文化财富框架来描述参与者的指导经历和帮助Latin@s在k -20+之前的STEM管道中导航的实践。STEM辅导Latin@s需要一种文化肯定的方法，承认社区财富和学生克服制度障碍的方式。

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

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.