Latina women in stem: a critical analysis of Ph.D. students’ experiences

The intent of this qualitative study was to better understand factors, which impacted Latin@ women’s development of resilience and how they continued their education in science, technology, engineering, and mathematics (STEM). The participants were enrolled in Ph.D. programs at 5 of the 10 University of California campuses currently designated as Hispanic Service Institutions (HSIs). The study utilized the narrative storytelling format of testimonios, which capture the lived experiences of individuals from underrepresented backgrounds. These testimonios demonstrated the systemic issues that have led to the lower number of women of color in advanced degree programs in STEM that are currently dominated by White men. Utilizing LatCrit, a branch of critical race theory, this dissertation presented educational issues such as racism, sexism, gender bias, and cultural norms that universities can address to create more inclusive environments and better support women of color that are continuing their post baccalaureate education. As a challenge to deficit thought, the participants shared the factors that helped them continue their education, such as faculty mentorship, undergraduate research programs, family support, encouragement from peers, and awareness of career options. Although change is necessary at multiple levels of education, the emphasis should be directed at colleges and universities to support undergraduate and graduate students in STEM disciplines.