Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems
This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experi...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/865 |
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| author | Alyssa Guadalupe Cavazos Valerie Leija Javier Cavazos Vela |
| author_facet | Alyssa Guadalupe Cavazos Valerie Leija Javier Cavazos Vela |
| author_sort | Alyssa Guadalupe Cavazos |
| collection | DOAJ |
| description | This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. |
| format | Article |
| id | doaj-art-49a71e2353e94ac1bd4be2cd3eef3c72 |
| institution | Matheson Library |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-49a71e2353e94ac1bd4be2cd3eef3c722025-07-25T13:20:45ZengMDPI AGEducation Sciences2227-71022025-07-0115786510.3390/educsci15070865Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support SystemsAlyssa Guadalupe Cavazos0Valerie Leija1Javier Cavazos Vela2Department of Writing and Language Studies, The University of Texas Rio Grande Valley, Edinburg, TX 78539, USADepartment of Counseling, The University of Texas Rio Grande Valley, Edinburg, TX 78539, USADepartment of Counseling, The University of Texas Rio Grande Valley, Edinburg, TX 78539, USAThis study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields.https://www.mdpi.com/2227-7102/15/7/865Latine undergraduate studentsSTEM identity developmentHispanic Serving Institutions |
| spellingShingle | Alyssa Guadalupe Cavazos Valerie Leija Javier Cavazos Vela Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems Education Sciences Latine undergraduate students STEM identity development Hispanic Serving Institutions |
| title | Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems |
| title_full | Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems |
| title_fullStr | Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems |
| title_full_unstemmed | Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems |
| title_short | Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems |
| title_sort | latine students stem identity development reflecting on implicit biases imposter syndrome self efficacy and support systems |
| topic | Latine undergraduate students STEM identity development Hispanic Serving Institutions |
| url | https://www.mdpi.com/2227-7102/15/7/865 |
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