Institutional Barriers vs. Catalysts: Understanding the Experiences of Latina STEM Students on Academic Probation (78368)
Session Chair: Jimena Hernandez-Fernandez
Sunday, 14 July 2024 14:35
Session: Session 4
Room: B09 (Basement)
Presentation Type:Oral Presentation
Latina students continue to be underrepresented and systematically excluded in STEM. They only comprise 3% of STEM bachelor's degrees, while their White peers hold 62% (Garza et al., 2023). In this context, further research on the experience of Latina students placed on academic probation can provide an opportunity to support their retention and success in STEM, ultimately reducing their likelihood of dismissal. Drawing on critical race theory, this study expands the limited literature on this topic by highlighting the institutional barriers and catalysts faced by Latina undergraduate STEM students during academic probation. In contrast to deficit-informed STEM ideologies that blame students for their underperformance or 'poor' academic standing, our analysis of qualitative interviews revealed key institutional factors. These include the lack of accessibility to resources, both in general and specifically related to the academic probation process, the traumatic interactions students navigate, and the stereotypical implicit and explicit messages they receive in STEM that hinder their efforts to improve their academic standing. Furthermore, our findings indicate the positive impact of Latina students' exposure to proactive academic guidance, humanizing interactions with institutional agents, and empowering messages related to their racial and gender identities. Additionally, these insights are valuable for informing broader efforts to create more inclusive and equitable STEM learning environments for other historically marginalized groups. By implementing policies and reforms that aim to eliminate existing institutional barriers while expanding and systematizing catalysts, we can support progress towards meaningful and sustainable antiracist transformation in the field of STEM.
Authors:
Ambar Hernandez Negrete, University of California, Davis, United States
Natalia Deeb-Sossa, University of California, United States
Lina Mendez, University of California, United States
Natalia Caporale, University of California, United States
About the Presenter(s)
Dr Ambar Hernandez Negrete is a University Postgraduate Student at University of California, Davis in United States
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