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(Under)Represented Latin@s in STEM

Increasing Participation Throughout Education and the Workplace

by Timothy T. Yuen (Volume editor) Emily P. Bonner (Volume editor) María G. Arreguín-Anderson (Volume editor)
©2018 Textbook XXVIII, 238 Pages

Summary

(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • List of Figures and Tables
  • Foreword: Identity Formation as a Spiraling Process (Belinda Bustos Flores)
  • Preface (Timothy T. Yuen / Emily P. Bonner / María G. Arreguín-Anderson)
  • Acknowledgments
  • Part 1: Latin@ Underrepresentation in STEM
  • Chapter 1: Latinx Students in STEM College Pathways: A Closer Look at Diverse Pathways through Hispanic Serving Institutions (HSIs) (Felisha A. Herrera / Gabriela Kovats Sánchez / Melissa Navarro Martell / María-José Zeledón-Pérez)
  • Chapter 2: Increasing the STEM Pipeline by Strengthening Latin@ Science Identity Development (Charles Lu / Sarah L. Rodriguez)
  • Chapter 3: Navigating Hurdles into and through Undergraduate Engineering and Computer Science Studies (Elsa Q. Villa /Elaine Hampton / and Pei-Ling Hsu)
  • Part 2: Teacher Preparation and Professional Development
  • Chapter 4: Making a Way for Latin@ ELLs to Engage in STEM: Transforming Teacher Preparation through a Simulated Language Learning Experience (Estanislado S. Barrera, IV / Angela Wall Webb)
  • Chapter 5: Preparing Bilingual Preservice Teachers to Support Latin@ Student Participation in Scientific Practices (Jorge L. Solís / Marco A. Bravo / Karmin San Martin / Eduardo Mosqueda)
  • Chapter 6: Transformative Practices Lending to Latin@s Participating in STEM in the EL Classroom (Zayoni N. Torres / Aria Razfar)
  • Part 3: Family and Community Involvement
  • Chapter 7: Academy for Teacher Excellence: Promoting STEM Education and STEM Careers among Latinos through Service Learning (Cynthia Lima / Lorena Claeys / Pranav A. Bhounsule)
  • Chapter 8: Math, Music, and Arts, a Community-Based Approach: Improving Outcomes for At-Risk Hispanic Students (Beverley Argus-Calvo / Claudia Saldaña Corral / Olga M. Kosheleva)
  • Chapter 9: Acceso la Ciencia: Expanding STEM Learning Repertoires in Rural Latino Communities through Informal Science Activities (Anne E. Campbell / Michael S. Trevisan)
  • Part 4: Student Engagement
  • Chapter 10: Using Cogenerative Dialogues to Create a Constructivist Science Internship for Hispanic High School Students Living in Poverty (Pei-Ling Hsu)
  • Chapter 11: Behavioral Roots of Latin@ CS Engagement (Don Davis / Gabriela Rivera)
  • Chapter 12: Latin@ Students’ Perspectives on Learning Real-to-My-Life Mathematics (Patricia Maria Buenrostro)
  • Chapter 13: Third Space Theory: A Theoretical Model for Designing Informal STEM Experiences for Rural Latina Youth (Rebecca Hite / Eva Midobuche / Alfredo H. Benavides / Jerry Dwyer)
  • Chapter 14: “You are leaders”: Latino/a College Students Learning to Act and Talk Like Engineers (Alberto Esquinca / Elsa Q. Villa)
  • Contributors
  • Index
  • Series index

(Under)Represented Latin@s
in STEM

Increasing Participation
Throughout Education
and the Workplace

edited by Timothy T. Yuen,
Emily P. Bonner,
and María G. Arreguín-Anderson

About the editors

Timothy T. Yuen is Associate Professor of Instructional Technology at the University of Texas at San Antonio. He received his PhD in curriculum and instruction with a specialization in instructional technology from the University of Texas at Austin.

Emily P. Bonner is Associate Professor of Curriculum and Instruction. She received her PhD in curriculum and instruction (mathematics education) from the University of Florida. She is the author of the book, Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex.

María G. Arreguín-Anderson is Associate Professor of Early Childhood and Elementary Education. She received her EdD in bilingual education from the Texas A&M University-Kingsville. She is the current Vice President of the National Association for Bilingual Education and former President of the Texas Association for Bilingual Education.

About the book

(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

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Table of Contents

List of Figures and Tables

Foreword: Identity Formation as a Spiraling Process

Belinda Bustos Flores

Preface

Timothy T. Yuen, Emily P. Bonner, and María G. Arreguín-Anderson

Acknowledgments

Part 1: Latin@ Underrepresentation in STEM

Chapter 1: Latinx Students in STEM College Pathways: A Closer Look at Diverse Pathways through Hispanic Serving Institutions (HSIs)

Felisha A. Herrera, Gabriela Kovats Sánchez, Melissa Navarro Martell, and María-José Zeledón-Pérez

Chapter 2: Increasing the STEM Pipeline by Strengthening Latin@ Science Identity Development

Charles Lu and Sarah L. Rodriguez

Chapter 3: Navigating Hurdles into and through Undergraduate Engineering and Computer Science Studies

Elsa Q. Villa, Elaine Hampton, and Pei-Ling Hsu

Part 2: Teacher Preparation and Professional Development

Chapter 4: Making a Way for Latin@ ELLs to Engage in STEM: Transforming Teacher Preparation through a Simulated Language Learning Experience

Estanislado S. Barrera, IV and Angela Wall Webb←vii | viii→

Chapter 5: Preparing Bilingual Preservice Teachers to Support Latin@ Student Participation in Scientific Practices

Jorge L. Solís, Marco A. Bravo, Karmin San Martin, and Eduardo Mosqueda

Chapter 6: Transformative Practices Lending to Latin@s Participating in STEM in the EL Classroom

Zayoni N. Torres and Aria Razfar

Part 3: Family and Community Involvement

Chapter 7: Academy for Teacher Excellence: Promoting STEM Education and STEM Careers among Latinos through Service Learning

Cynthia Lima, Lorena Claeys, and Pranav A. Bhounsule

Chapter 8: Math, Music, and Arts, a Community-Based Approach: Improving Outcomes for At-Risk Hispanic Students

Beverley Argus-Calvo, Claudia Saldaña Corral, and Olga M. Kosheleva

Chapter 9: Acceso la Ciencia: Expanding STEM Learning Repertoires in Rural Latino Communities through Informal Science Activities

Anne E. Campbell and Michael S. Trevisan

Part 4: Student Engagement

Chapter 10: Using Cogenerative Dialogues to Create a Constructivist Science Internship for Hispanic High School Students Living in Poverty

Details

Pages
XXVIII, 238
Year
2018
ISBN (PDF)
9781433151767
ISBN (ePUB)
9781433151774
ISBN (MOBI)
9781433151781
ISBN (Softcover)
9781433151750
ISBN (Hardcover)
9781433151712
DOI
10.3726/b13022
Language
English
Publication date
2018 (August)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2018. XVIII, 238 pp., 3 b/w ill., 7 tables

Biographical notes

Timothy T. Yuen (Volume editor) Emily P. Bonner (Volume editor) María G. Arreguín-Anderson (Volume editor)

Timothy T. Yuen is Associate Professor of Instructional Technology at the University of Texas at San Antonio. He received his PhD in curriculum and instruction with a specialization in instructional technology from the University of Texas at Austin. Emily P. Bonner is Associate Professor of Curriculum and Instruction. She received her PhD in curriculum and instruction (mathematics education) from the University of Florida. She is the author of the book, Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex. María G. Arreguín-Anderson is Associate Professor of Early Childhood and Elementary Education. She received her EdD in bilingual education from the Texas A&M University-Kingsville. She is the current Vice President of the National Association for Bilingual Education and former President of the Texas Association for Bilingual Education.

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