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Description / Abstract
Institutions with performance-based funding (PBF) programs have had mixed outcomes, yet there have been positive gains for STEM students. Research focusing on supporting STEM students has primarily addressed majority student concerns. This study focused specifically on the Latinx engineering student experience. What strategies do Latinx engineering students at institutions with PBF programs make use of to navigate their postsecondary STEM academic program, and how do those strategies align with the critical elements in PBF with a STEM incentive? Four Latinx engineering majors were asked about their experiences utilizing a blend of the methods of narrative inquiry and testimonio. A program administrator was interviewed and shared her perspective on supporting Latinx students. Using a nepantla theoretical framework, the results indicate students found strength through relationships with their family and through study groups. Through the reflection process, they gained a renewed confidence in their paths through academia. Institutions could support the process by providing structure to make it easier for students to connect and have staff available to navigate the process.
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KeywordsLatinos in STEM, Testimonio, Anzaldua, Nepantla, Engineering student success, Indigenous research methods, Performance based funding, STEM incentive
Degree AwardedDoctor of Philosophy in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersEsther Enright, E. Michael Poe, Heidi Curtis
Supervisor or ChairRussell Joki
Peer Reviewed?No
Collections With This Resource
NNU Graduate Education Dissertations
141 Resources
- Education
- English
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