Open AccessSTEM access for Latina bilingual teacher candidates: Discrimination en la educación How do informal programs motivate women to pursue STEM related
Author(s) -
Margarita Machado-Casas,
Katherine Talati,
Ana Carina Baron
Publication year - 2020
Publication title -
tequio
Language(s) - English
Resource type - Journals
eISSN - 2594-0546
pISSN - 2594-0538
DOI - 10.53331/teq.v3i9.6409
Subject(s) - inclusion (mineral) , empowerment , diversity (politics) , set (abstract data type) , psychology , pedagogy , mathematics education , sociology , political science , social psychology , computer science , anthropology , law , programming language
The lack of proper representation of women of color in the field of bilingual science, technology, engineering, and math (STEM) is a crucial matter when addressing the needs of the US as a country moving toward diversity and inclusion. The research project represented in this paper investigates and addresses the need for teacher preparation courses that will adequately set up their bilingual preservice teachers to enter into the field with the proper background experiences to engage their future students in STEM related lessons. Findings reveal the negative ideologies related to gender bias found in teacher education, the importance of STEM related women empowerment, and how those vested in STEM education must continue to debunk the impostor syndrome felt by students in STEM related fields. Despite the challenges present for women in bilingual teacher preparation programs in STEM, we must continue to create sanctuaries where students of color can thrive in environments that are conducive to their unique experiences and fulfill their learning needs in STEM.