Open AccessSurviving and thriving: Voices of Latina/o engineering students at a Hispanic serving institution.
Author(s) -
Patton O. Garriott,
Rachel L. Navarro,
Lisa Y. Flores,
Hang-Shim Lee,
Ayli Carrero Pinedo,
Diana Slivensky,
Melissa Muñoz,
Ruben Atilano,
Ching-Lan Rosaline Lin,
Rebecca González,
Laura L. Luna,
Bo Hyun Lee
Publication year - 2019
Publication title -
journal of counseling psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.818
H-Index - 133
eISSN - 1939-2168
pISSN - 0022-0167
DOI - 10.1037/cou0000351
Subject(s) - thriving , pride , psychology , psycinfo , coping (psychology) , institution , racism , social psychology , engineering education , oppression , higher education , privilege (computing) , pedagogy , gender studies , sociology , clinical psychology , social science , psychotherapist , mechanical engineering , computer security , medline , politics , political science , computer science , law , engineering
This study examined factors that played a role in Latina/o undergraduate students' persistence in engineering at a Hispanic serving institution (HSI; N = 10) using the consensual qualitative research method (CQR; Hill, Thompson, & Williams, 1997). Data analyses resulted in five domains: institutional conditions, additive intersectional burdens, personal and cultural wealth, coping skills, and engineering identity. Participants described how they persisted in the face of stressors, citing specific coping skills they developed over time as well as general personal and cultural strengths they carried with them into their pursuit of engineering. Although the structures of the students' institution were generally described as supportive, Latina participants reported experiences with gendered racism that created added barriers to their persistence in engineering. Supportive institutional conditions, personal and cultural assets, and adaptive coping strategies appeared to facilitate the development of a strong engineering identity, which helped to solidify students' sense of belonging, pride, and commitment to complete their degree. Results highlight the need to address intersecting experiences of privilege and oppression to promote access and equity for Latinas/os in engineering. (PsycINFO Database Record (c) 2019 APA, all rights reserved).