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A Critical Analysis of Ph.D. Students’ Experiences

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A Critical Analysis of Ph.D. Students’ Experiences LATINA WOMEN IN STEM: A CRITICAL ANALYSIS OF PH.D. STUDENTS’ EXPERIENCES by Jorge Luis Arroyo B.A. (University of California, Santa Barbara) 2005 M.A. (University of Southern California) 2008 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education Doctoral Program in Educational Leadership at Fresno State Kremen School of Education and Human Development California State University, Fresno 2017 ii Jorge Luis Arroyo May 2017 Educational Leadership LATINA WOMEN IN STEM: A CRITICAL ANALYSIS OF PH.D. STUDENTS’ EXPERIENCES Abstract The intent of this qualitative study was to better understand factors, which impacted Latin@ women’s development of resilience and how they continued their education in science, technology, engineering, and mathematics (STEM). The participants were enrolled in Ph.D. programs at 5 of the 10 University of California campuses currently designated as Hispanic Service Institutions (HSIs). The study utilized the narrative storytelling format of testimonios, which capture the lived experiences of individuals from underrepresented backgrounds. These testimonios demonstrated the systemic issues that have led to the lower number of women of color in advanced degree programs in STEM that are currently dominated by White men. Utilizing LatCrit, a branch of critical race theory, this dissertation presented educational issues such as racism, sexism, gender bias, and cultural norms that universities can address to create more inclusive environments and better support women of color that are continuing their post baccalaureate education. As a challenge to deficit thought, the participants shared the factors that helped them continue their education, such as faculty mentorship, undergraduate research programs, family support, encouragement from peers, and awareness of career options. Although change is necessary at multiple levels of education, the ii iii emphasis should be directed at colleges and universities to support undergraduate and graduate students in STEM disciplines. iii iv Copyright by Jorge Luis Arroyo 2017 iv v California State University, Fresno Kremen School of Education and Human Development Doctoral Program in Educational Leadership This dissertation was presented by Jorge Luis Arroyo It was defended on May 4, 2017 and approved by: Susan Tracz, Chair Educational Leadership Susana Hernandez Educational Leadership Brissa Quiroz Engineering v vi ACKNOWLEDGMENTS This achievement was possible due to the support of family, friends, mentors, and of course my students. I dedicate this labor of love to the many people who have helped me find my purpose and encouraged me to continue my education. Thank you to my family who instilled in me the motivation to overcome obstacles and to take pride in hard work, to the many students for sharing your own educational journey with me, and to the many educators who believed in my potential before I could see it for myself. To my friends in Cohort 8, who without, I would not have laughed or enjoyed the program enough to get through the last three years. Thank you for your openness, understanding as we each struggled, and positive reinforcement when we each needed that pep talk to keep going. To Scott… Thank you for continuing to push me to reach my potential and supporting me when I thought I could not keep going. Also for loving me when I was a pain throughout this process. I would not be as successful today without your love, support, and understanding. vi vii TABLE OF CONTENTS Page LIST OF TABLES .................................................................................................. xi CHAPTER 1: INTRODUCTION ............................................................................ 1 Statement of the Problem .................................................................................... 2 Purpose of the Study ........................................................................................... 5 Theoretical Framework ....................................................................................... 5 Intersectionality ............................................................................................. 6 LatCrit Framework ........................................................................................ 7 Chicana Feminism ......................................................................................... 8 Research Design .................................................................................................. 9 Research Questions ............................................................................................. 9 Definition of Terms ........................................................................................... 10 Summary ........................................................................................................... 11 CHAPTER 2: REVIEW OF THE LITERATURE ................................................ 13 Resilience .......................................................................................................... 14 Background of Resilience ........................................................................... 15 Academic Resilience of Latin@s ................................................................ 16 Critical Resilience ....................................................................................... 22 Latin@ Student Success ................................................................................... 24 Equity and Access in Education .................................................................. 25 Campus Climate .......................................................................................... 28 Stereotype Threat ........................................................................................ 31 Critical Race Theory (CRT) ............................................................................. 33 vii viii Intersectionality ........................................................................................... 36 LatCrit ......................................................................................................... 37 STEM Degrees and Race .................................................................................. 42 Women in STEM .............................................................................................. 43 Income Disparity ......................................................................................... 46 Gender Bias ................................................................................................. 48 Latin@ Women in STEM ................................................................................. 51 Summary ........................................................................................................... 55 CHAPTER 3: METHODOLOGY .......................................................................... 57 Introduction ....................................................................................................... 57 Purpose of the Study ......................................................................................... 57 Research Questions ........................................................................................... 58 Research Design ................................................................................................ 58 Reliability and Validity ..................................................................................... 61 Institution Selection .......................................................................................... 62 Participant Selection/Sample ............................................................................ 63 Data Analysis .................................................................................................... 64 Delimitations of the Study ................................................................................ 67 Limitations of the Study.................................................................................... 67 Positionality Statement ..................................................................................... 68 CHAPTER 4: FINDINGS ...................................................................................... 71 Las mujeres ....................................................................................................... 72 Overview ..................................................................................................... 72 Testimonios ....................................................................................................... 74 Nitza, 5th-Year Biology Ph.D. ..................................................................... 74 viii ix Adriana, 7th-Year Biology Ph.D. ................................................................. 77 Serena, 2nd-Year Biology Ph.D. .................................................................. 79 Ellen, 2nd-Year Biology Ph.D. ..................................................................... 81 Gloria, 3rd-Year Biology Ph.D. ................................................................... 83 Lydia, 2nd-Year Engineering Ph.D. ............................................................. 85 Olga, 2nd-Year Biology Ph.D. ..................................................................... 89 Annie, 4th-Year Biology Ph.D. .................................................................... 93 Maria, 3rd-Year Engineering Ph.D. ............................................................
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