Culture and Context's Influence on Hispanic Undergraduates' Perceptions of Their Persistence toward STEM Degree Attainment
Doctor of Philosophy (PhD)
First Advisor's Name
Dionne P. Stephens
First Advisor's Committee Title
Second Advisor's Name
Asia A. Eaton
Second Advisor's Committee Title
Third Advisor's Name
Sarah L. Eddy
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
Hispanic, undergraduate, STEM persistence, STEM identity, culture, context
Date of Defense
This dissertation examines the influences of context and culture on Hispanic undergraduate’s in the STEM pipeline. Study one utilized systematic review methods to assess the effectiveness of STEM intervention programs on Hispanic undergraduates. A total of 45 STEM related databases were searched from March-September 2020 with no limitations. Although a total of 259 studies were identified, only one study was actually found to specifically focus on Hispanic populations and include empirically based evaluations. The one remaining study did not find a statistically significant intervention effect for four- year graduation rates. The lack of evidence highlights a gap in research or tackling increased representation for Hispanic students in STEM and identifies the need for methodological changes in the way STEM interventions are evaluated. Study two utilized qualitative content analysis methods to identify Hispanic STEM majors perceptions of both supports and barriers in their STEM degree pathways. Two short answer questions exploring barriers and supports were asked of 947 Hispanic undergraduate, STEM majors. Our findings revealed nuanced perspectives that illuminated the importance of financial access, family, teacher, and peer support, as well as acknowledgement for the role of experiences unique to Hispanic groups. These findings illuminate the importance of respect and inclusion of Hispanic culture with regards to increasing Hispanic representation in STEM. Study three examined how cultural factors influence Hispanic undergraduate’s perception of themselves and career aspirations using the integrative theoretical models of Relational Developmental Systems Theory (RDST) and Relational Cultural Theory (RCT). A total of 947 Hispanic undergraduates completed an ethnic identity, familismo beliefs, career aspirations, STEM retention, and STEM identity questionnaires. SEM analyses revealed model relationships were significant and positive for both Hispanic men and women, however, these models differed in strength of relationships among some of the constructs.
Bravo, Elsa I., "Culture and Context's Influence on Hispanic Undergraduates' Perceptions of Their Persistence toward STEM Degree Attainment" (2021). FIU Electronic Theses and Dissertations. 4793.
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).