"They Need to See Role Models": Latina/O/X University Faculty and Staff Supporting STEM Educational Pathways at a Hispanic-Serving Institution.
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| Title: | "They Need to See Role Models": Latina/O/X University Faculty and Staff Supporting STEM Educational Pathways at a Hispanic-Serving Institution. |
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| Authors: | Perez, Nicole A.1 (AUTHOR) nperez57@uic.edu, Farruggia, Susan P.1 (AUTHOR) |
| Source: | Journal of Latinos & Education. Jan-Mar2026, Vol. 25 Issue 1, p237-248. 12p. |
| Subject Terms: | *University faculty, *Hispanic-serving institutions, *Academic achievement, *Hispanic Americans, *Science education, Narrative inquiry (Research method), Self-efficacy |
| Abstract: | Framed by validation theory, this study focuses on the narratives of Latina/o/x faculty and staff and how they act as empowerment and institutional agents in promoting student success. Using a qualitative narrative inquiry design, eight Latina/o/x faculty (n = 3) and staff (n = 5) involved with a STEM pathway program were interviewed to understand their ideologies of identification, empowerment-based practices, and resistance. Findings suggest that Latina/o/x faculty and staff use ideologies of Latina/o/x identification to signal to students that their ethnoracial backgrounds are important. Implications of these findings for mentor practices and diversifying underrepresented faculty and staff throughout academia in STEM are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Framed by validation theory, this study focuses on the narratives of Latina/o/x faculty and staff and how they act as empowerment and institutional agents in promoting student success. Using a qualitative narrative inquiry design, eight Latina/o/x faculty (n = 3) and staff (n = 5) involved with a STEM pathway program were interviewed to understand their ideologies of identification, empowerment-based practices, and resistance. Findings suggest that Latina/o/x faculty and staff use ideologies of Latina/o/x identification to signal to students that their ethnoracial backgrounds are important. Implications of these findings for mentor practices and diversifying underrepresented faculty and staff throughout academia in STEM are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2025.2515967 |
