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An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation,

Contribution of This Edited VolumeOur ReadersReferencesExamining Literature, Theory, and Data to Inform PolicyLatinas in STEM: A Review of the Literature Using a Psychosociocultural LensIntroductionTheoretical Framework: Psychosociocultural (PSC) ModelMethods: Developing a Review of the LiteratureAnalysis: Viewing the Research Through a PSC LensConclusions and ImplicationsReferencesCreating a Conceptual Framework for Computing Identity Development for Latina Undergraduate StudentsProposed Conceptual FrameworkComputing Identity Development at the Individual LevelBorrowing From a Scrum ModelPre-college Computing Identity ExperiencesCollege Computing Identity ExperiencesRevised Computing Identity Experiences & OutcomesFive Interweaving Systems Defining the EnvironmentCommunity Cultural Wealth & Funds of IdentityIntersectionality (Multiple Forms of Oppressions)Implications for Advancing Computing & Promoting ResilienceConclusionReferencesThe Pathway to the PhD: Latinas as STEM Doctorates From 1975–2010Prior Literature on Latinas in Graduate EducationA History of Prejudice Against Latinos in the US Educational SystemFurther Challenges in the Pathway to the PhDNew Findings on Latinas as STEM PhD EarnersDataEducational PathwaysLatina STEM Doctorate ProductionLimitationsRecommendations for Improving Pathways to STEM DoctoratesRecommendations for Graduate Schools and Graduate Program FacultyPolicy ConsiderationsConclusionNoteReferences“Cuida Tu Casa Y Deja La Ajena”: Focusing on Retention as a Self-Perpetuating Engine for Recruiting Latina Faculty in STEMNational Landscape: The State of Latina STEM Faculty in the United StatesUnderstanding the Gatekeeper: The Process Between the Doctorate and the ProfessoriateStructural Gatekeepers: The Processes and PracticesEnvironmental Gatekeepers: “Chilly Climates” and “Revolving Doors”Passing by the Gatekeeper: Entering the CasaA Campus Strategy for Success: Developing the Self-Perpetuating EngineMidwestern University ContextIntentionally Promoting Inclusion: Structural EnvironmentsTransparency and Review of PoliciesGender-Neutral RestroomsEmpowering the Minoritized: Enhancing ResilienceBuilding Critical Mass“Children in the Hallways.”Signaling Support Structures: Creating FamiliaLeadership Mentoring of Assistant ProfessorsInformal Role Modeling: “If She Can Be Successful, So Can I.”Seamless Transitions: Postdoc to Tenure Track“Cuidando Nuestra Casa”: Implications for Practice and LeadershipNotesReferencesHow Many Latinas in STEM Benefit From High-Impact Practices? Examining Participation by Social Class and Immigrant StatusSocial and Resistant Cultural Capital and Latina STEM UndergraduatesEffects of High-Impact Practices on Different PopulationsMethodsDataVariablesSampleFindingsFirst-Year Seminar, Capstone Projects, and Writing-Intensive CoursesLearning Communities, Living-Learning Communities, Leadership, and Honors ProgramsUndergraduate Research and InternshipGlobal-Focused Academic Experiences and Study AbroadService Learning and Academic Experiences With DiversitySummary and RecommendationsConclusionsRecommendations for Practice and Future ResearchReferencesReading (Hearing) Testimonios of Latinas in STEMEmpowering Latina STEM Majors at a Public R1 Doctoral Hispanic-Serving Institution in Texas: Strategies for SuccessIntroductionConceptual FrameworkLiterature ReviewSupport o f Latinas in Higher Education and STEMLatinas at an R1 Doctoral Hispanic-Serving Institution in TexasMethodologyFindingsAdditional Findings: Latina Resilience—A Need to Fight BackDiscussionRecommendations for Policy and PracticeReferencesFirst-Generation Latina Engineering Students’ Aspirational CounterstoriesIntroductionRelevant LiteratureBackgroundAcademic AdvisingThe Racialized and Gendered ClimateTheoretical Framework and Key ConstructsTheory of ValidationCommunity Cultural WealthMethod and Data AnalysisKey FindingsEngaging Familial AspirationsEngaging Communal GoalsActivating Aspirations in the Engineering ClimateDiscussionConclusionNoteReferencesLatina Undergraduatesin Engineering/Computer Science on the US—Mexico BorderLatina Undergraduates in Engineering/Computer Science on the US–Mexico Border: Identity, Social Capital, and PersistenceTheoretical Framework: Identity, Social Capital, and Academic SuccessResearch Context and MethodologyCase Studies: Latinas in Mechanical Engineering and Computer ScienceCase One: AliciaCase Two: DaenaCase Three: AndreaCase Four: AlejandroDiscussionPrecarious Ties to and in EngineeringStrong Peer Networks in EngineeringMultiple Social Resources Supporting Persistence in CSSociopolitical Factors Constraining PersistenceConclusionRecommendations for PracticeAcknowledgementReferences“I Learned How to Divide at 25”: A Counter-Narrative of How One Latina’s Agency and Resilience Led Her Toward an Engineering PathwayDescription of StudyRemembered Experiences, Feelings, and Stories Before Community CollegeEnacting Agency: Journey Through Community CollegeDiscussionNoteReferencesLeadership Through the Lenses of Latinas: Undergraduate College Students in STEM-Related Disciplines at Regional HSIsLiterature ReviewLeadership and Latina EthnicityLeadership and GenderTheoretical FrameworkMethodsData CollectionData AnalysisTrustworthinessFindingsComing Out of the ShadowsEmbracing Their Identity as Women and LatinasDiscussionConclusion and DiscussionImplications and RecommendationsReferences“There Was Something Missing”: How Latinas Construct Compartmentalized Identities in STEMResilience and IdentityMethodsResearchers ’ PositionalitiesData Sources and ParticipantsData AnalysisFindingsConstructing a Compartmentalized IdentityIdentity and PersistenceDiscussionConclusionReferencesAfterword: Six Steps Forward for Studying Diversity, Equity, and Inclusion in STEMUntangle the Double Bind: Analyze the Intersectionality of Gender and RaceConsider How Gender and Racial Identities Change Over TimeNot Just Women, Not Just Latinas: Studying Phenomena and Not GroupsConsidering Equity in STEM as a Global ChallengeAdopting Critical Quantitative MethodsSupplanting “Resiliency” and “Resilient”ConclusionReferences

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