Date of Award

12-2016

Rights

© 2016 Gizelle Luevano

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Joanne Cooper

Second Advisor

Thea H. Williams-Black

Third Advisor

Michelle Collay

Abstract

This qualitative case study examined the science identity and educational experiences, including discrimination, perseverance, and mentorship, of Hispanics in science. The participants were asked to reflect on their 1) educational journeys including obstacles they encountered during their education, 2) support systems while in college, 3) science identities, and 4) their advice for future Hispanic science majors. To capture the stories of successful Hispanic science professionals in detail, transcripts were utilized as data sources. Once member check was conducted, transcripts were analyzed by utilizing qualitative computer software. Grounded science identity model and social capital theory were utilized as the conceptual frameworks. The themes that emerged from the data were: 1) Successful Careers, 2) Support Systems, 3) Obstacles Encountered During College, 4) Successfully Navigated Through Their Obstacles, and 5) Science Identity. In order for the participants to be successful in science, they relied on their support system that included family, friends, and mentors to assist them once an obstacle/barrier was encountered. Implications for practice include 1) Hispanic science professionals mentoring Hispanic science majors, 2) Hispanic families becoming more active in their child’s dream of attending college, and 3) assist educators in an understanding of the obstacles some Hispanic science students encounter. The participants’ determination and passion were key to their success in science.

Comments

Ed.D. Dissertation

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