Desktop version

Home arrow Education

  • Increase font
  • Decrease font


<<   CONTENTS   >>

Implications and Recommendations

A few recommendations for practice include: (1) To reinforce Latinas’ empowerment in college, it is important that university departments highlight and promote outstanding Latina women leaders’ contributions, not only in leadership programs (Suarez, 2015) but also in workshops and institutional training addressing leadership in college and beyond. (2) To instill in students the importance of acquiring soft skills in college, such as teamwork, leadership, and conflict resolution, STEM faculty should include at least one concept in the form of a class activity in the courses. (3) To develop Latinas’ leadership as students and professionals, STEM programs should encourage Latinas to participate in student organizations, especially the organizations related to their college major. Latinas’ participation in this type of organization may help develop both leadership attitudes and networking skills.

The gap in the existing leadership literature and the experiences of the participants in this study lend themselves to several recommendations for further studies:

  • 1. Studying the perception of Latinas’ leadership from peers, faculty, and staff perspectives, especially at larger HSIs. Latinas’ leadership can be better comprehended from different lenses, which will help add critical knowledge to the field. In addition, research on this topic could serve to propose programs and services that holistically support the development of Latinas in STEM disciplines in college.
  • 2. Examining how minoritized women students develop their leadership styles along their college pathway, in trying to find an identity as women, Latinas, and scientists. Such research could provide meaningful data that help define the safe spaces that Latinas use to excel as STEM college students. This threefold identity (woman, Latina, and scientist) could be useful to adopt a leadership style that adapts across the college path.
  • 3. Analyzing the participation of Latina STEM students to leadership-oriented programs and workshops. This type of research would contribute to the importance of such programs for Latinas’ leadership development. It can also provide evidence of benefits for Latinas who participate in such programs, and through feedback, improve current programs and implement new pilot programs.

References

Banda, R. M. (2012). Perceptions of social support networks and climate in the persistence of Latinas pursuing an undergraduate engineering degree (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses database. (UMI No. 3537067).

Beatty, С. C. (2015). Latin@ student organizations as pathways to leadership development. In A. Lozano (Ed.), Latina/o college student leadership: Emerging theory, promising practice (pp. 65-81). Lanham, MD: Lexington Books.

Cabrera, N. L., & Padilla, A. M. (2004). Entering and succeeding in the “culture of college”: The story of two Mexican heritage students. Hispanic Journal of Behavioral Sciences, 26(2), 152-170. doi: 10.1177/0739986303262604

Eagly, A. H. (2007). Female leadership advantage and disadvantage: Resolving the contradictions. Psychology of Women Quarterly, 31(1), 1-12. doi:10.1111/j. 1471 — 6402.2007.00326.x

Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Cambridge, MA: Harvard Business School Press.

Eagly, A. H., & Chin, |. L. (2010). Diversity and leadership in a changing world. American Psychologist, 65(2), 216. doi:10.1037/a0018957

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.

Feagin, J. R. (2013). The White racial frame: Centuries of racial framing and counter-framing. New York, NY: Routledge.

Forster, E. (2017, May 4). As a woman in science, I need to conceal my femininity to be taken seriously. Retrieved from Vox Media website: www.vox.eom/first-person/2017/5/4/

15536932/women-stem-science-feminism

Foulis, E. (2017). Latina/o college student leadership: Emerging theory, promising practice. Journal of Latinos and Education, 16(2), 167-168. doi:10.1080/15348431.2016.1 205994

Glesne, C. (2011). Becoming a qualitative researcher (4th ed.). Boston, MA: Pearson.

Greene, R. R. (2002). Resilience: Theory and research for social work practice. Washington, DC: NASW Press.

Greene, R. R., Galambos, C., & Lee, Y. (2004). Resilience theory: Theoretical and professional conceptualizations. Journal of Human Behavior in the Social Environment, S(4), 75-91. doi: 10.1300/j 137v08n04_05'

Guardia, |. R. (2015). Leadership and identity. In A. Lozano (Ed.), Latina/o college student leadership: Emerging theory, promising practice (pp. 3-28). Lanham, MD: Lexington Books.

Haber-Curran, P., Miguel, M., Shankman, M. L., 6c Allen, S. (2018). College womens leadership self-efficacy: An examination through the framework of emotionally intelligent leadership. NASPA Journal About Women in Higher Education, 11(2), 297-312. doi: 10.1080/19407882.2018.1441032

Johnson, A. (2001). Women, race, and science: The academic experiences of twenty women of color with a passion for science. Dissertation Abstracts International, 62(02), 428.

Jordan, J. V., Harding, L. M., & Walker, M. (Eds.). (2004). The complexity of connection: Writings from the Stone Center’s Jean Baker miller training institute. New York, NY: Guilford Press.

Kark, R., & Eagly, A. H. (2010). Gender and leadership: Negotiating the labyrinth. In J. Chrisler & D. McCreary (Eds.), Handbook of gender research in psychology (pp. 443—468). New York, NY: Springer.

Kendricks, K. D., Arment, A. A., Nedunuri, К. V, & Lowell. C. A. (2019). Aligning best practices in student success and career preparedness: An exploratory study to establish pathways to STEM careers for undergraduate minority students. Journal of Research in Technical Careers, 3(1), 27. doi:10.9741/2578-2118.1034

Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and ethnic identity. Journal of College Student Development, 41(1), 55-69.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

Lozano, A. (2015). Re-imaging Latina/o student success at a historically White institution. In A. Lozano (Ed.), Latina/o college student leadership: Emerging theory, promising practice (pp. 3-28). Lanham, MD: Lexington Books.

Miller, J. B. (1986). Toward a new psychology of women. Boston, MA: Beacon Press.

Mitts, C. R. (2016). Why STEM? Technology & Engineering Teacher, 75(6), 30-35.

National Science Foundation (2016). Chapter 2: Higher education in science and engineering. In Science & engineering indicators. Retrieved from https://www.nsf.gov/statis tics/2016/nsb20161/uploads/1/12/chapter-2 .pdf

National Science Foundation (2017). Women, minorities, and persons with disabilities in science and engineering: 2017. Retrieved from https://www.nsf.gov/statistics/2017/ nsfl7310/data.cfm

Onorato, S., & Musoba, G. D. (2015). La lider: Developing a leadership identity as a Hispanic woman at a Hispanic-serving institution. Journal of College Student Development, 56(1), 15-31. doi:10.1353/csd.2015.0003

Schoon, I. (2015). Explaining persisting gender inequalities in aspirations and attainment: An integrative developmental approach. International Journal of Gender, Science, and Technology, 7(2), 151-165.

Schulze, E., & Tomal, A. (2006). The chilly classroom: Beyond gender. College Teaching, 54(3), 263-269. doi: 10.3200/ctch.54.3.263-270

Smyth, F. L., tk McArdle, J. ). (2004). Ethnic and gender differences in science graduation at selective colleges with implications for admission policy and college choice. Research in Higher Education, 45, 353-381. doi: 10.1023/b:rihe.0000027391.05986.79

Suarez, С. E. (2015). Never created with nosotros in mind. In A. Lozano (Ed.), Latina/o college student leadership: Emerging theory, promising practice (pp. 29-43). Lanham, MD: Lexington Books.

Van Breda, A. D. (2001). Resilience theory: A literature review. Pretoria, South Africa: South African Military Health Service.

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.

 
<<   CONTENTS   >>

Related topics