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Navigating success: what factors influence success among Latina STEM community college students?

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NAVIGATING SUCCESS:
WHAT FACTORS INFLUENCE SUCCESS AMONG LATINA STEM COMMUNITY
COLLEGE STUDENTS?
by
Vivika Demel

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

ii

Dedication
I dedicate this dissertation to my loving family. Their love, support, and encouragement
have always helped to push me forward and were vital in helping me to see this goal through.

iii

Acknowledgements
Completing this dissertation was one of the largest and hardest academic goals I set for
myself. Without the support of many different people, I would not have been able to reach this
goal. Thank you to all these individuals for their support and guidance through this process.
I would like to thank my dissertation chair, Dr. Frederick Freking, for all of his help
throughout this process. From the very beginning you were always so supportive of my topic and
instrumental in helping me create my research questions and understand what was feasible for
this study. I truly appreciate all your support and willingness to answer all of my questions as I
approached each new part of this project. I would also like to thank my committee members, Dr.
Anthony Maddox and Dr. Sheila Banuelos. Both of your feedback and comments throughout the
writing process were vital in improving my study and helping me to consider new perspectives
as I moved forward. I am so incredibly honored to have had the three of you serve on my
dissertation committee.
A very special thank you to my family, especially my mom, for all their support as I
completed school and my dissertation. It was actually my mom who first encouraged me to even
consider this program. Thank you so much for always believing in me, teaching me the
importance of a higher education, and always supporting every dream I have. Without you, none
of this would have been possible. Finally, I would like to thank all my friends and colleagues.
Thank you for listening to me as I shared my ideas, providing feedback on areas I could improve
on, and supporting me through all the stressful moments.
All of you played such an important role in helping me to fulfill this dream and I am
forever grateful for all your support!
iv

Table of Contents
Dedication……………………………………………………………………………………........ii
Acknowledgements……………………………………………………………………………....iii
List of Tables……………………………………………………………………………………..vi
List of Figures…………………………………………………………………………………....vii
Abstract………………………………………………………………………………………….viii
Chapter One: Introduction………………………………………………………………………...1
Background of the Problem……………………………………………………………….1
Statement of the Problem………………………………………………………………….2
Purpose of the Study………………………………………………………………………4
Research Questions………………………………………………………………………..5
Significance of the Study………………………………………………………………….6
Limitations and Delimitations……………………………………………………………..7
Key Terms…………………………………………………………………………………8
Organization of the Study…………………………………………………………………9
Chapter Two: Literature Review………………………………………………………………...11
Theoretical Framework…………………………………………………………………..12
Psychological…………………………………………………………………….13
Social……………………………………………………………………………..13
Cultural…………………………………………………………………………..14
Implications……………………………………………………………………....16
Women in STEM………………………………………………………………………...17
Literature Review………………………………………………………………………...18
Psychological…………………………………………………………………….18
Self-Esteem………………………………………………………………18
Self-Efficacy……………………………………………………………..19
Social……………………………………………………………………………..21
Peer Support……………………………………………………………...21
Faculty Support…………………………………………………………..23
Cultural…………………………………………………………………………..25
Campus Climate………………………………………………………….26
Limitations……………………………………………………………………………….26
Chapter Three: Methodology…………………………………………………………………….28
Research Design………………………………………………………………………….28
Site Selection…………………………………………………………………………….29
Sampling and Recruitment………………………………………………………………30
Data Collection and Instruments/Protocols……………………………………………...32
Survey……………………………………………………………………………32
Survey Instruments………………………………………………………………33
Interviews………………………………………………………………………...38
v

Chapter Four: Data Presentation…………………………………………………………………40
Quantitative Findings…………………………………………………………………….40
Description of the Quantitative Sample………………………………………….41
Answering the Quantitative Research Question…………………………………45
Additional Quantitative Findings………………………………………………...46
Qualitative Findings……………………………………………………………………...47
Description of the Qualitative Sample…………………………………………...48
Self-Esteem………………………………………………………………………48
Self-Efficacy……………………………………………………………………..51
Peer Support……………………………………………………………………...53
Faculty Support…………………………………………………………………..55
Belonging………………………………………………………………………...58
Campus/Classroom Climate……………………………………………………..59
Evaluation of Findings…………………………………………………………………...62
Summary…………………………………………………………………………………63
Chapter Five: Discussion………………………………………………………………………...64
Discussion of the Findings……………………………………………………………….64
Quantitative Research Discussion………………………………………………..64
Qualitative Research Discussion…………………………………………………66
New Contributions to the Research……………………………………………...68
Recommendations for Practice…………………………………………………………..69
Future Research………………………………………………………………………….73
Conclusion……………………………………………………………………………….75
References………………………………………………………………………………………..78
Appendices……………………………………………………………………………………….86
Appendix A. Research Study Interview Information Sheet……………………………...86
Appendix B. Research Study Survey Information Sheet………………………………...89
Appendix C. Interview Protocol…………………………………………………………91
Appendix D. Survey Questions…………………………………………………………..93

vi

List of Tables
Table 1. Attitudes and Beliefs, Knowledge and Skills when Providing Psychosociocultural
Counseling to Latino University Students……………………………………………………….16
Table 2. Survey Question Categories…………………………………………………………….36
Table 3. Frequency Counts for Selected Variables (N=31)……………………………………..42
Table 4. Frequency Counts for Support Services Utilized by Highest Frequency (N=31)……...43
Table 5. Frequency Counts for Ethnicity/Racial Background Sorted by Highest Frequency
(N=31)……………………………………………………………………………………………44
Table 6. Psychometric Characteristics by Summated Scale Scores (N=31)……………………..45
Table 7. Spearman Correlations for Scale Scores with Persistence Score (N=31)………………46
Table 8. Spearman Correlations for Background Variables with Persistence Score (N=31)……47
Table 9. Descriptive Statistics for Selected Variables (N=5)……………………………………48
Table 10. Theme 1: Self-Esteem (Psychological)………………………………………………..49
Table 11. Theme 2: Self-Efficacy (Psychological)………………………………………………51
Table 12. Theme 3: Peer Support (Social)……………………………………………………….54
Table 13. Theme 4: Faculty Support (Social)……………………………………………………56
Table 14. Theme 5: Belonging (Cultural)………………………………………………………..58
Table 15. Theme 6: Campus/Classroom Climate (Cultural)…………………………………….60

vii

List of Figures
Figure 1. Student Enrollment by Race/Ethnicity at PCC………………………………………30

viii

Abstract
While women in the United States make up about 50% of the population, less than 20%
of women obtain a bachelor's degree in engineering, computer science, or physics (NSF, 2017).
It is also important to note that the percentages among Latina students is significantly lower.
Among Latina students, less than 2% obtain a bachelor's degree in computer science, about 3%
in mathematics, 2% in engineering, and less than 6% in biological sciences. Given these low
percentages, research is needed to better understand what prevents women, especially Latina’s,
from pursuing a STEM major. The two-part purpose of this mixed-methods study was to (a)
understand the factors that influence persistence among Latina STEM students and (b) examine
the Psychosociocultural (PSC) factors that promote or impede success within this population.
Following the collection of quantitative data using an online anonymous survey, qualitative data
was collected through semi-structured interviews with five students. Analysis of the 31 survey
responses using Spearman correlations showed that all correlations to be in the positive direction
and significant at least at the p <.05 level. In addition, the strongest correlations with the
persistence score were for: (a) belonging score (r
s
= .82, p <.001); (b) self-esteem score (r
s
= .80,
p <.001); (c) campus climate score (r
s
= .73, p <.001). Finally, the data also revealed that four of
the seven demographic variables collected in the survey were significantly related to persistence.
For example, higher persistence scores were found among those respondents who: (a) were
younger (r
s
= -.30, p <.10); and (b) had graduated from high school more recently (r
s
= -.33, p
<.10). Results from the five qualitative interviews suggested that participants spent the majority
of their interviews discussing faculty support and interactions that they had with their teachers in
and out of the classroom. They also spent a lot of time discussing self-efficacy, including
struggles with time management and feeling unsure of themselves, but also their ability to
ix

overcome obstacles and persevere. Additionally, specific participants discussed the lack of
female students in their STEM classes, the need for more support specifically for female
students, and feeling a stronger connection to female faculty compared to male faculty. Based on
these findings, recommendations for practice are to create a support organization specifically for
women in STEM, provide faculty with diversity and sensitivity training, hire more STEM
counselors, and include a parent component as part of the STEM support services offered. It is
also important to address the lack of inclusion that currently exists within the STEM workforce
and find new ways to ensure that women and underrepresented minorities feel comfortable in
this field. Recommendations for future research include extending the study across multiple
community colleges, conducting a longitudinal study, and analyzing other PSC factors that were
not covered in this study.
1

Chapter One: Introduction
This study will explore different factors that have contributed to low participation and
completion rates for Latina students interested in Science, Technology, Engineering, and
Mathematics (STEM) at the community college level. This chapter will present the context of the
problem by looking at the literature and statistics that shows low involvement in STEM among
underrepresented minority (URM) students and women. A brief overview on the context within
which the research will be conducted, along with supporting research will reveal why studying
this topic is important. Then, the research questions and a discussion as to why they are
important within the context of the topic will be presented. Lastly, limitations and delimitations
along with the organization of the study will be discussed.
Background of the Problem
During a summit on community colleges in 2010, former President Obama discussed the
important role that community colleges play in achieving the goal of making America the most
educated country by 2020 (White House, 2011). President Obama’s words not only emphasize
the country’s commitment to student success, but also the role that community colleges play in
helping students reach that success. Reyes (2011) further highlights the importance of
community college and discusses it as being one of the most important higher education
innovations of the 20th century. Today, it is very common for community colleges to be the
entry way to higher education, with roughly 50% of students beginning their journey at a
community college (NSF, 2017). Community college is also especially appealing for women,
URM students, and nontraditional students because of the open admission policies, affordable
tuition, flexible class times, and child care that is often offered (NSF, 2017; Jackson, Starobin, &
Laanan, 2013).
2

The success of Latinx students is a large part of former President Obama’s goal, as they
are the fastest growing minority group in the United States and on college campuses today. Data
collected by the U.S. Census Bureau (2010), shows that over 50% of the growth in the country’s
overall population between 2000 and 2010 was due to the 43% increase in the Latinx population.
This increase has also been seen in higher education, with 13% of Latinx students attending
college in 2010, compared to 9.5% in 2000 (NCES, 2011). This data is further supported by the
fact that Latinx student enrollment in higher education has reached an all-time high with
enrollment exceeding 2 million for 18 to 24 year olds (Fry & Lopez, 2012). The number of
Latinx students who acquired a bachelor’s degree reached an all-time high of 140,000 in 2010
with 112,000 associate degrees awarded, according to the U.S. Department of Education’s
National Center for Education Statistics (Snyder & Dillow, 2012). However, while 25.2% of
Latinx students begin their higher education at a community college, they still have lower rates
in terms of obtaining an associate degree, transferring to a university, or completing a bachelor’s
degree compared to their counterparts who begin at a 4-year college or university (Fry & López,
2012; Martinez & Fernández, 2004).
Statement of the Problem
These low completion rates are also a problem specifically within the STEM field.
According to data collected by NCES (2014), among all undergraduate students, regardless of
race/ethnicity, who declared a STEM major between 2003 and 2009, about 50% of those
students had left their major by 2009. Of these students, 28% switched their major to a non-
STEM one. The attrition rates are even higher for associate’s degrees with about 69% of students
leaving their STEM major during the same time period (NCES, 2014). While these attrition rates
are problematic, further data shows that attrition rates are even higher for women and URM
3

students. In the United States, women make up about 50% of the population, with Latinas
accounting for about 8% within this group (NSF, 2017). As a result, in 2014, Latinas were the
largest group of minority women between the ages of 18 and 64 in the United States. However,
while women account for half of the population, less than 20% of women obtain a bachelor's
degree in engineering, computer science, or physics (NSF, 2017). It is also important to note that
the percentages among Latina students is significantly lower. Among Latina students, less than
2% obtain a bachelor's degree in computer science, about 3% in mathematics, 2% in engineering,
and less than 6% in biological sciences. This is compared to their Asian and White counterparts
who have higher percentages in each of these majors (NSF, 2017). For example, over 7% of
Asian students earn a bachelor’s degree in the biological sciences and almost 4% earn a
bachelor’s in math.
These low rates are also reflected within the STEM workforce. Although women
attained a large number of the medical and health science related degrees in recent years in the
U.S., they continue to be underrepresented in mathematically intensive fields within STEM
(NCES, 2012; NSF, 2017). According to the National Science Foundation (NSF, 2017), White
men make up almost 50% of professionals working in Science and Engineering (S&E)
occupations. Women, on the other hand, only hold 28% of S&E occupations. When breaking
down this percentage it can be seen that Latina’s are the second lowest ethnicity represented in
S&E occupations with 1.8% (NSF, 2017). This is compared to almost 18% of White women and
almost 7% of Asian women who work in those fields.
These low percentages, both in higher education and in the workforce, clearly showcase
the importance of increasing Latina participation in STEM. Increasing female and URM STEM
recruitment and retention also benefits today’s workforce by diversifying it and opening it up to
4

new ideas, experiences, and perspectives (Grossman & Porche, 2013). This in turn leads to future
innovation and excellence within the field. In order to increase these numbers in the workforce,
though, more female and URM students need to complete their degrees in the STEM field. Since
community colleges have a high number of both URM students and females, it is an ideal place
to recruit women of color for STEM fields (Reyes, 2011). Furthermore, community colleges
provide students with the opportunity to obtain the skills and courses necessary to enroll at a
university and advance in a STEM career (Jackson, Starobin, & Laanan, 2013). The issue,
however, is that low transfer rates by women of color have created a problem with recruitment
and retention in STEM. As a result, in order to improve Latina student advancement in these
majors, it is important to first understand the challenges they face and implement strategies for
addressing those challenges (Reyes, 2011).
Purpose of the Study
The purpose of this study is to utilize the Psychosiociocultural (PSC) Model (Gloria &
Rodriguez, 2010) to better understand the challenges that Latina STEM students face at a
community college that may impede their success and completion rates in this field. The PSC
model focuses on specific psychological, social, and cultural factors that contribute to the college
experiences of Latinx students. Furthermore, this model highlights the interconnections between
the three dimensions and the importance of having all three dimensions fulfilled in order for a
student to have a satisfying college experience. Finally, the PSC model is relevant to this study
because it was developed to better understand lower persistence rates among Latinx students
specifically.
This study utilizes a mixed methods approach in the form of both a survey and individual
interviews with Latina STEM students to inform the data. For the purpose of this study, the
5

community college where the data will be gathered will have the pseudonym Paradise
Community College (PCC) in order to protect the school’s anonymity and privacy. This college
has over 13,000 students that were enrolled for the 2015-2016 school year, with nearly 7,000
enrolled full-time. Out of these students, 56% identified as Latinx and about 48% are first
generation students. As a result, PCC is considered to be a Hispanic-Serving Institution (HSI).
Furthermore, over 60% of the student population is between the ages of 18 and 24 and over
8,000 students qualified for a state fee waiver based on financial need (California Student
Success Scorecard, 2015). At PCC, Latinx students make up the largest ethnic/racial group at
56%. However, only 35% of these students earn a degree/certificate or transfer, while 62% of
Asian students reach these goals. Overall, Latinx students have the third lowest completion rate
among all ethnic and racial groups on campus. Furthermore, the average completion rate across
all community colleges in California for Latinx students is 40% (California Community Colleges
Chancellor’s Office, 2015). While PCC has data on overall completion rates, they are still in the
process of gathering data specific on their STEM population.
Research questions. The above research and statistics illustrate the low percentage of
Latinas pursuing a higher education, especially those who choose majors and careers in the
STEM field. Thus, this study seeks to understand the reasons for this deficit from the perspective
of Latina STEM students currently enrolled at a community college. The study will address the
following mixed-method research questions:
RQ1. What psychosociocultural factors influence Latinas’ STEM major decision-making
process?
RQ2. What psychosociocultural factors at the community college level facilitate or impede
the academic success of Latina STEM students?
6

Significance of the Study
As the above data shows, while the number of Latinx students entering higher education
continues to grow, they are still greatly underrepresented in STEM majors. Most importantly,
while Latina and other URM students show just as much interest in STEM majors as their White
peers, they are less likely to actually complete the degree (Chubin & Babco, 2003). This gender
and ethnic gap in STEM enrollment is also an issue due to the research that has shown the
benefits of having a diverse classroom and work environment, including fostering creativity and
problem solving (Sax, Kanny, Riggers-Piehl, Whang, & Paulson, 2015). This means that
increasing Latina STEM participation benefits all students and STEM professionals as well.
The results of this study will lead to a better understanding of the different factors and
obstacles that can impede completion among Latina STEM students at a community college.
This information can then be used by different schools to make necessary changes and/or create
new services and programs to better serve and support this population. This study is also
important to PCC. At Paradise Community College, Latinx students make up the largest
ethnic/racial group at 56%. However, only 35% of these students earn a degree/certificate or
transfer, while 62% of Asian students reach these goals. Overall, Latinx students have the third
to lowest completion rate among all ethnic and racial groups on campus. PCC’s primary mission
is to help all students succeed academically and reach their educational and professional goals.
The completion rate for this group shows that the school needs to take further steps in order to
help and support Latinx students achieve these goals, especially Latina’s in STEM.

7

Limitations and Delimitations
As a current community college Transfer Counselor, it is important to recognize the
possibility of researcher bias in this study. This bias can result in confirmation bias as the
researcher could potentially use data to confirm existing personal beliefs and hypothesis.
Furthermore, the researcher is of South Asian descent and while there are some similarities to
Latinx culture, it is still very different. This is important to note due to culture bias, which can
take place since the researcher may not have control over viewing another culture (beliefs,
values, etc.) through the lens of their own background. While there are negative implications for
research bias, the researcher’s position at a community college can also be an advantage. With
over five years of counseling experience, both in admission and transfer counseling, the
researcher has extensive experience working with Latina STEM students and understanding their
educational journey.
Another limitation of this study has to do with the sampling of participants. For the
surveys and interviews, the participants are limited to Latina STEM students at one specific
community college, so the data may not be generalizable to Latina students attending community
college in geographic locations that are not similar to Paradise Community College. In addition,
the results cannot be generalized beyond the experiences of the students in this convenience
sample since it is unknown to what extent their perspectives apply to students with different
characteristics such as age, gender, socioeconomic status, and location. Additionally, member
checking will not take place due to time restraints. This means that the findings will not be taken
back to the participants to identify whether they felt the emerging themes are accurate (Creswell,
2014). Although the researcher is trained in “disciplined subjectivity”, there may have been
8

some bias or subjectivity in the data collected and interpreted by the researcher. Participants,
through member checking, will not be able to verify the findings and themes for accuracy.
The last limitation identified was the amount of time in the field. Due to time constraints,
only five interviews were conducted versus a series of interviews for each participant.
Furthermore, all interviews were conducted within a short time period. This means that a
longitudinal study in order to capture the full community college experience for Latina STEM
students was not possible. As a result, it may not lend as much credibility to the narrative
account of the participants for more accurate or valid findings (Creswell, 2014).
Definition of Terms
Belonging- Belonging refers to a student's sense that they are part of or belong to a specific
school (Freeman, Anderman, & Jensen, 2007).
Completion rate- For the purpose of this study, completion rates refer to the percentage of
students who complete a certificate program, associate degree, or transfer process.
Hispanic-Serving Institution (HSI)- This term refers to an accredited non-profit college who has
at least 25% of Latinx students enrolled at either the undergraduate or graduate level (HACU,
2018).
Latina- Latina is a pan-ethnic term used to describe Latin American women who have origins in
Mexico, Puerto Rico, Cuba, Central America, and South America (Hayes-Bautista & Chapa,
1987).
Latinx- Latinx first gained popularity in 2014, is now often used within the higher education
system, and has replaced terms like Latino, Latino/a, Hispanic, etc. Latinx refers to individuals
of Latin American descent and is a non-binary “inclusive term that recognizes the
intersectionality of sexuality, language, immigration, ethnicity, culture, and phenotype” (Salinas
9

& Lozano, 2017, p. 9). It is important to note, though, that there are controversies associated with
labeling a diverse group. The term “Hispanic” is often used in government documents, including
the U.S. Census, but has received criticism over the years due to the origin on the word and the
emphasis on people who have Spanish ancestry (Hayes-Bautista & Chapa, 1987). As a result,
this study uses Latinx in order to acknowledge the diverse indigenous roots of people of Latin
American decent (Hayes-Bautista & Chapa, 1987).
Underrepresented Minority (URMs)- is defined by the National Science Foundation to include
African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or
other Pacific Islanders whose representation in STEM education or employment is smaller than
their representation in the larger population (NSF, 2017).
Organization of the Study
This study will be broken down into five specific chapters. This first chapter provides an
introduction to the study, including background information, statement of the problem/research
questions, significance of the problem, limitations and delimitations, and definitions of key
terms. The second chapter begins with the theoretical framework used in this study, the
Psychosociocultural (PSC) Model. It specifically outlines why this model was created and the
three different dimensions. From there, the chapter reviews relevant literature on the importance
of women in the STEM field, as well as the gap that exists, and how the PSC model relates to
Latina’s in STEM. Chapter three highlights the research methodology used in this study. This
includes a description of the study that was conducted, site selection, participant selection, and
why those choices were made. This chapter also reviews in-depth the methodology design, the
different instruments that were used (survey and interviews), data collection, and the analysis
method to answer the research questions. Chapter four links the results of the study to the
10

research questions, including relevant tables and narrative for the participant interviews. Finally,
chapter five discusses the research findings, limitations from the study that were not noted in
Chapter 1, implications for future research and practice, and concluding remarks.

11

Chapter Two: Literature Review
The previous chapter provided information on the growing Latinx population, the
increase in Latinx college enrollment, and the limited amount of Latina students currently in the
STEM field. Community colleges play an important role in higher education for many students,
especially Latinx students since approximately 58% of these students begin at a community
college, compared to about 42% of White students (Tovar, 2015). Furthermore, the majority of
Latinx students who choose to attend a community college plan to transfer and/or get an
associate’s degree (Crisp & Nora, 2010). However, in the United States, less than 25% of Latinx
students who attend a community college transfer or obtain an associate’s degree (Fry, 2004).
It is also important to note the role that community colleges play in providing college
access for women and URM students. The National Science Foundation (2012) reported that in
2008, 49% of women who received a bachelor’s/master’s degree in STEM first attended a
community college. Additionally, 53% of Latinx STEM degree holders attended a community
college first. According to the U.S Department of Education (2014), though, in terms of
bachelor’s degrees, women received 19% of the degrees in engineering, 38% of the degrees in
technological sciences, and 18% of the degrees in computer/information sciences. These
percentages represent the rate of women in the STEM field, regardless of race/ethnicity. This
chapter will provide information on the Psychosociocultural (PSC) model, the theoretical
framework used in this study, as well as discussing specific literature related to the
psychological, social, and cultural factors that influence Latinx students’ experience within
higher education and specifically in the STEM field.

12

Theoretical Framework
The above data shows the under-representation of Latinx students in higher education and
specifically the under-representation of both women and Latinx’s in the STEM field. As a result,
it is important to understand why these rates are so low, especially among Latina’s interested in
pursuing studies in STEM. The Psychosociocultural model came into being because in order to
properly support Latinx students, there needed to be a deeper contextual and conceptual
understanding of the psychological, social, and cultural factors that impact this population
(Gloria & Rodriguez, 2000). By using this model, higher education professionals would be able
to better understand the internal and external elements of educational experiences and persistence
processes within this population (Delgado-Guerrero & Gloria, 2013). This theoretical framework
was selected because in the past it has been used to understand Latinx students’ educational
experience and to examine Latinx low persistence rates (Gloria & Castellanos, 2007).
Furthermore, this model focuses specifically on Latinx students and emphasizes the
interdependent relationship between the psychological concerns, social systems, and cultural
factors that impact a student, as well the environment surrounding the student (Delgado-Guerrero
& Gloria, 2013). All these elements must be taken into account and examined in order to
understand the low persistence rates of Latina community college students majoring in the
STEM field.
The PSC model is comprised of three different, but connected, categories: psychological,
social, and cultural. When first developed, this model was used to help counselors and advisors
understand the variant issues (P, S, C) that Latinx students may face during their time in college
(Gloria & Rodriguez, 2000).
13

Psychological. The psychological dimension of the PSC model includes self-esteem and
self-efficacy, both being factors that influence Latinx academic persistence and completion
(Gloria & Castellanos, 2007). However, other psychological factors, like motivation or
resiliency, can also be taken into account. Dueñas and Gloria (2017) define self-esteem as an
individual's positive or negative perceptions of themselves and their overall evaluation of their
self-worth. Self-efficacy can sometimes be confused with self-esteem, but it actually focuses
specifically on an individual's belief in their ability to perform in certain circumstances in order
to achieve a desired outcome (Pintrich & Schunk, 2013). It is important to note that self-efficacy
relates to a person’s expectations for themselves, which will in turn heavily influence the amount
of effort they put into something, as well as their persistence, especially when challenges arise.
While self-confidence is important for all students, research has shown that it is especially
important for Latina student persistence and completion due to gender stereotyping and
social/cultural expectations (Delgado-Guerrero & Gloria, 2013).
Social. When looking at Latinx students’ experience, researchers have found that social
support, which comes in different forms, is important and helpful (Delgado-Guerrero & Gloria,
2013; Gloria & Castellanos, 2007). Social support can be characterized as creating and fostering
relationships with the student that is helpful and exchanging information between individuals
that belong to a support program. Different forms of support can come from family, peers,
faculty, etc. Regardless of where this support comes from, it has been found that having this
support is predictive of academic success and persistence among Latinx students (Dueñas &
Gloria, 2017; Gloria & Rodriguez, 2000).
Latinx students tend to follow the idea of familismo, an idea that is deeply rooted in their
culture. This term is used to explain Latinx emphasis on supporting and being supported by
14

family members, making family a priority, and looking to family members to guide behavior
(Gloria & Rodriguez, 2000). It is also important to note that within Latinx culture a lot of value
is placed on these familial relationships and children are raised to believe that the needs of the
family come before personal needs (Gloria & Rodriguez, 2000). This means that in order to
comprehend a Latinx student’s experience, it is important to understand how their family
influences their lives.
While familial support is crucial, it is also important to take into account peer and faculty
support. Bandura’s (1977) Social Learning Theory discusses the importance of observational
learning. This occurs when individuals learn by observing others (models). Models can be family
members, peers, teachers, people on TV, etc. Essentially, a model can be anyone that the
individual views as credible and similar to themselves (Bandura, 1977). In terms of education,
this means that a student will observe the behavior of people they consider to be models and
often imitate that behavior. As a result, it is important for a college to provide positive models
for a student to emulate.
Within the PSC model, it has been found that role models and mentors not only provide
support to Latinx students, but can also increase persistence and completion rates (Gloria &
Rodriguez, 2000). This same research has also found that not having any mentors or role models
is one of the main reasons for low persistence rates within this population. Like faculty, peers
can also be models since they are perceived as being similar (age, educational goals, etc.). Peer
support can help Latinx students work through stress, provide them with a support network, and
help them to better connect with their college campus (Gloria & Rodriguez, 2000).
Cultural. The cultural dimension of the PSC model encompasses many topics, including
ethnic identity, acculturation, and cultural environment (Gloria & Castellanos, 2007). Latinx
15

students, as well as other URM students, often experience cultural incongruence on a college
campus due to a variety of factors. First, when universities were initially established, they
specifically catered to White men. This foundation still exists today and can create cultural
incongruence for students who do not fit that description (Gloria, Castellanos, & Herrera, 2016;
Gloria & Rodriguez, 2000). Additionally, students who were able to follow an Anglo orientation
were more likely to make positive persistence decisions (Aguinaga & Gloria, 2015). On the other
hand, students who do not adhere to an Anglo orientation struggle to assimilate into the culture
on campus and sometimes feel like they must disguise their identity and culture in order to fit in
(Gloria & Rodriguez, 2000). This struggle can lead to stress and disengagement for many Latinx
students (Gloria, Castellanos, & Herrera, 2016). Also, many of these students come from first
generation low socioeconomic backgrounds and when they enter college, they must immerse
themselves in a more middle-class environment (Gloria & Rodriguez, 2000). Encountering this
college environment can lead to feeling a lack of belonging on campus, as students struggle with
isolation and feeling alienated and unwelcome on campus (Gloria & Rodriguez, 2000).
Along with campus environment, it is also important to consider ethnic identity and
acculturation. In this situation, ethnic identity refers to students knowing about their ethnic group
(Latinx) and how they are part of this group. Acculturation, on the other hand, deals with how a
student’s actions and thought process changes when exposed to the prevalent culture on campus
and how much of their Latino culture (values, beliefs, traditions, etc.) they retain (Gloria &
Rodriguez, 2000). It is important to note that the level of acculturation will depend on the student
and the specific situation that they find themselves in. In their article, Gloria and Rodriguez
(2000) noted that “many Latinos on university campuses experience acculturative stress or
conflict regarding their cultural orientation (i.e., ethnic loyalty and cultural awareness) as a result
16

of many different cultural incongruences” (p. 149). As a result, these authors felt that it was
important to understand this stress that Latinx students experience and how best to support them
when they are in these situations.
Implications. The psychosociocultural model was initially developed in order to help
guide college counselors/advisors so that they can provide Latinx students with culturally
relevant counseling. Following this model allows these professionals to consider identity,
support, as well as psychological and acculturation issues when meeting with a student. This type
of counseling experience not only allows counselors to better assist students, but also helps to
increase academic persistence among this population (Gloria & Rodriguez, 2000). However, in
order for counselors/advisors to effectively utilize this model, they must also develop specific
skills and competencies.

17

Note. From “Counseling Latino University Students: Psychosociocultural Issues for
Consideration,” by A.M Gloria & E.R Rodriguez, 2000. Journal of Counseling and Development
JCD., 78(2), 145-54.
Table 1 highlights some of the attitudes, knowledge, and skills a counselor must possess when
working with Latinx students. By being aware of all of these factors and developing these
attitudes and skills, counselors and other student affairs professionals will be able to not only
assist Latinx students to the best of their ability, but also other URM students who may share
similar experiences and backgrounds.
Women in STEM
Interestingly, the percentage of women earning degrees and working in the STEM field
has declined over the years. For example, in the mid-1980s, within the field of computer science,
women earned about 35% of bachelor’s degrees. However, by 2014 this percentage had dropped
to 18% (NCES, 2014). This drop is also represented in the computer science workforce with a
decrease from 34% in 1990 to 27% in 2011 (United States Census Bureau, 2013). Furthermore,
this underrepresentation is also prevalent at the graduate level. In the United States, among
science and engineering professionals, only 7,000 Latinas and 11,000 Latinos hold their
doctorate degree. This is compared to the total of 174,000 women and 418,000 men (NSF, 2015).
This significant underrepresentation of women, especially URM women, in STEM fields
points to an urgent need to better facilitate their success in these majors in order to diversify the
U.S. STEM workforce and to replace retiring STEM professionals (Reyes, 2011). Women of
color who are community college transfer students and who are not retained in STEM represent a
loss of talent and investment. A multitude of factors have been identified as contributing to these
low numbers both in higher education and the STEM workforce, including but not limited to,
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self-efficacy, self-assessment, women-only learning environments, and attitude (Szelényi,
Denson, & Inkelas, 2013). It is important to note, though, that persistence and aspirations to
attend graduate school in STEM are related to women-only learning programs, but career
outcomes show that mixed gender educational environments are beneficial (Szelényi, Denson, &
Inkelas, 2013). This shows that a balance needs to be found between single sex learning
experiences and mixed gender ones.
Furthermore, studies have shown a link between career outcomes for women in STEM
and taking STEM courses in high school (Sax, 1994). This correlation shows that early
involvement in STEM has a lasting impact in terms of pursuing a career in that field. As can be
seen from the studies, it is vital to understand the unique challenges that Latina STEM students
face in order to help them succeed in their chosen career field. This in turn gives them the
opportunity to contribute to the scientific and technological advancement of our country and
world (San Miguel & Kim, 2015).
Psychological
Self-esteem. Self-esteem related to school must be taken into account in order to
understand low persistence among Latinx students. In higher education, self-esteem is important
as students work hard in their classes, struggle to manage their time, and constantly take on new
and difficult assignments. Research data on college students supports the argument that ethnic
minority college students often feel academically unprepared and intimidated in the classroom
(Gloria & Rodriguez, 2000). This is also supported by a study conducted by Dueñas and Gloria
(2017) which found that Latinx first generation students reported lower self-esteem compared to
continuing-generation students due to not having the same level of knowledge regarding college
expectations. Furthermore, first generation Latinx students feel that they are not adequately
19

equipped for college because their high schools did not prepare them (Dennis, Phinney, &
Chuateco, 2005). This type of mindset contributes to low self-esteem because the students
perceive that they are not on the same level academically as their classmates. Students with low
self-esteem are less likely to perform well in their classes or persist in college. As the research
shows, self-esteem is one of the factors that contribute to lower persistence among Latinx
students (Dennis, Phinney, & Chuateco, 2005).
The importance of self-esteem is also supported in San Miguel and Kim’s (2015)
findings, which showed that passion and belief in oneself were important characteristics to have
for Latina’s in this field. In their interviews, four of the eight participants (50%) discussed their
commitment to overcome the obstacles they faced, their passion for the field, and their drive to
be successful. Furthermore, Sax (2008) found that women self-rate their academic ability in the
areas of math and science lower than men do, even when they have obtained the same academic
achievements. These findings are further supported by Lehman (2016) who found that 49.6% of
women rate their intellectual self-confidence as above average or in the top 10%. This is
compared to 69.5% of men who rate their self-confidence in those same categories. The findings
show that these factors directly contributed to the success of the Latina participants (San Miguel
& Kim, 2015).
Self-efficacy. In their research, Jackson, Starboin, and Laana (2013) discussed how a
community college student’s self-efficacy and confidence in their academic abilities impacts
persistence, especially among women and URM students in the STEM field. Research conducted
by Carlone and Johnson (2007) shows that a student’s confidence in their ability is correlated to
their success in the major.
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Related to self-efficacy is also the idea of math self-concept (MSC) among women
interested in the STEM field. In their research, Kanny, Sax, and Riggers-Piehl (2014) found that
self-confidence was the most common reason used to explain the gender gap within the STEM
field. MSC refers to a student’s perception of their ability in the field of math compared to their
peers. The results of a study conducted by Sax, Kanny, Riggers-Piehl, Whang, and Paulson
(2015) found that across five STEM subfields women had a lower self-conception of their
abilities in math compared to men. This included those majoring in math with only 50.7% of
women ranking their math ability in the top 10%, while 68.5% of men ranked their ability in the
top tier. Lehman (2016) found similar results in her study with only 58% of women in computer
science rating their ability in math as above average or in the top 10% compared to 71.2% of
men. Comparable results were found among women regardless of major, with 50.2% in the
biological sciences and 64.7% in the physical sciences (Lehman, 2016).
In addition to women having a lower MSC compared to men, Brown and Leaper (2010)
found that Latina girls had a lower perceived competence in math and science compared to
European American girls, regardless of actual grades in the class. Eccles’ (1994) Expectancy
Value Theory (EVT) states that students who expect to do well in a specific area (i.e. math) and
who value doing well in that field will perform at a higher rate. Based on EVT, it is clear that
having a lower math self-concept impacts how well a woman may perform in math, which is an
integral course to completing any STEM major.
These low rates of MSC can be attributed to a variety of reasons. Results from Brown
and Leaper’s (2010) study showed that 52% of the girls stated that they heard discouraging
comments related to their ability in the areas of math and science. Also, this study found that
older girls (ages 16-18) who experienced academic sexism multiple times had a lower math and
21

science self-concept compared to older girls who experienced academic sexism less. Finally, in
terms of ethnicity, it was found that, regardless of age, Latina girls who experienced academic
sexism multiple times had lower math/science self-concept compared to Latina girls who
experienced academic sexism only a few times (Brown & Leaper, 2010). As a result, experiences
of academic sexism in high school or even younger can significantly impact how a female
student performs in math and science courses in college.
Social
Social support while at a community college is important to students for a variety of
reasons. For example, oftentimes information on new research opportunities and scholarships is
given to students by their peers and professors (Reyes, 2011). Also, peers sometimes play an
instrumental role when it comes to obtaining internships and faculty members are often asked to
write recommendation letters for students. As a result, for underrepresented students in the
STEM field, gaining social capital is vital during their college experience, especially for support
and professional development purposes (Reyes, 2011).
Research has shown that women of color are especially proactive in terms of obtaining
both academic and personal support (Ong, 2011). Women seek this support from faculty, peers,
and administrators both within and outside of the STEM field. Not only does this support
increase their learning in STEM, but also their resolve to graduate from the program (Ong,
2011).
Peer support. Peer support is characterized as having friends who promote academic
success and to study or do homework with. While important in college, lack of peer support can
actually impact students at even earlier stages. In a study conducted by Benner (2011), it was
found that Latinx high school students with the least amount of peer support and connections
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were less successful in school and struggled on big exams. Similar to high school, this type of
support in college can have a significant impact on motivation and persistence. By interacting
with their peers, Latinx students are able to form relationships with others who understand their
values, culture, norms, and struggles. For example, the support that many Latinx students get in
their first year comes from their college classmates and friends (Dennis, Phinney, & Chuateco,
2005). Also, Hurtado and Carter (1997) argue that “students make sense of their environments
through memberships in multiple peer groups that help them acquire the skills they need in
college” (p. 338). Through peer groups, Latinx students are able to form close relationships with
other students, which in turn increases their sense of belonging.
The importance of peer support was also emphasized in research conducted by Tierney
and Venegas (2006) on fictive kin. In their research, fictive kin is defined as a group of
individuals not related by blood who share a specific goal or purpose. This means that students
are tied together by more than just friendship as they are bonded by their common goal. As it
relates to higher education and community college, a fictive kin group would be a group of
students who share the same goal of wanting to transfer and/or obtain an associate’s degree and
succeed academically. It is also important to note that Tierney and Venegas (2006) specifically
discuss the predicament that urban high schools have fewer college-going networks, when
compared to elite private schools, and must make an explicit effort to create that fictive kin.
While the researchers are discussing high schools, this sentiment can also be applied to
community colleges, which are mostly situated in urban settings, and many of which cater to low
income students.
Tierney and Venegas (2006) found that utilizing peer counselors, students who are
trained to perform some of the duties of a counselor, helps to place students into a fictive kin
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group. Within these groups, peers take on a supportive role that leads to the creation of a culture
of success. Furthermore, creating these groups provides students with resources and support as
they confront different problems and obstacles (Tierney & Venegas, 2006). These resources
include a college-going identity, as well as practical knowledge like important deadlines and
relevant paperwork that they may not be aware of if they were not part of this group. Finally,
being a peer counselor also places the status of “college-goer” on a student and they are viewed
by others as knowledgeable (Tierney & Venegas, 2006).
Faculty support. Currently in higher education, there are a low number of Latinx faculty
and administrators (Verdugo, 1995). This means that there are few higher education
professionals who have shared experiences and obstacles to Latinx students currently in college.
According to the NCES (2015), in the fall of 2015 only 2% of full-time faculty at postsecondary
institutions were Latinx. Furthermore, of the faculty identified as Latinx, only about 35% were
Latina (NCES, 2015). While the percentage of Latinx faculty at colleges is low, research has
shown that Latinx students are more likely to be successful if they have a mentor who is invested
in their academic experiences (Gloria & Rodriguez, 2000). Anaya and Cole (2001) conducted a
study of Latinx students and found that frequent and strong quality relationships with faculty had
a positive influence on a student’s grade point average (GPA). Mentoring is also an important
part of a student’s college experience because it not only provides a student with support, but
also career guidance (Wanberg, Welsh, & Hezlett, 2003). This finding was also confirmed by
Allen, Eby, Poteet, and Lenz (2004) who found that there were career benefits that arose from
the mentor relationship for students. However, due to the low number of Latinx faculty at
colleges, there are many more Latina students that are in need of mentors than there are Latinx
faculty on campus (San Miguel & Kim, 2015).
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McDonough and colleagues (McDonough, Antonio, & Trent, 1997) conducted extensive
studies that showed that underrepresented and low-income students often lack an understanding
of college, the different options available to them, and how to access a higher education. To
combat these issues, it has been found that forming relationships with institutional agents
(faculty) gives these students the chance to create a support system and access information that is
crucial to helping them achieve their educational goals (Stanton-Salazar, 1997). In addition, in
his study, Tovar (2015) looked into the relationship between faculty/counselor interaction and
student success. This study found that there was a correlation between the number of times a
student met with a faculty member outside of class and their GPA going up. Furthermore, he
found that interacting with counselors more and participating in support programs led to a higher
GPA and increased a student’s commitment to completing his or her academic goals (Tovar,
2015). The above studies demonstrate the important role that college faculty play in ensuring and
increasing student success and completion.
Finally, by providing Latinx students with faculty mentors, the universities are offering
students role models who will directly influence their future. Not only do these role models
“serve as primary sources of social support, they also provide help to increase academic
persistence” (Gloria & Rodriguez, 2000, p. 78). In addition to persistence, San Miguel and Kim
(2015) found that mentoring was crucial in terms of professional development opportunities.
Their findings showed that the mentoring a student received directly contributed to new career
opportunities and a majority of the participants discussed how having that mentoring support was
critical to their success in the STEM field.

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Cultural
When starting at a college or university, Latinx students can sometimes experience
culture incongruence. For example, their cultural values may not align with the educational
setting, as many schools promote competition and independence, while Latinx culture
encourages collaboration and interdependence (Gloria & Castellanos, 2007). This can be seen as
an issue since research has shown that students gain validation when they are given the
opportunity to work with people who share their values (Gloria & Castellanos, 2003). Based on
this idea, it can be assumed that when the learning environment matches their cultural values,
Latinx students would experience a deeper connection to the campus, thus helping their
persistence (Gloria & Castellanos, 2007).
These ideas are also supported by research conducted by Aguinaga and Gloria (2015).
This study found that for first-generation Latinx students, adherence to values was directly tied
to academic persistence. However, university fit was found to be more important for second-
generation plus students. University fit or person-environment fit refers to “the fit between the
characteristics of the individual and the attributes and expectations of the environment”
(Suhlmann, Sassenberg, Nagengast, & Trautwein, 2018). While there are differences between
first generation and second-generation plus students, the study shows that matching and/or
maintaining values is an important factor to consider within university programming and services
(Aguinaga & Gloria, 2015). This was further supported by Suhlmann, Sassenberg, Nagengast, &
Trautwein (2018) who found a relationship between sense of belonging and an increase in well-
being and motivation, as well as a decrease in a student’s intent to drop-out. Finally, research
conducted on women in STEM has discovered that there are several environmental factors that
promote success within this population. For example, collaborative learning opportunities,
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mentoring opportunities with female peers and faculty, and career support have all been found to
increase persistence in STEM among female students (Sax, 2001).
Campus climate. Many Latinx students “experience university environment and student
life in unique ways that differ from those of the majority-group students and students of other
culturally diverse groups” (Berrios-Allison, 2011, p. 80). One problem that Latina students
encounter on a college campus is the unwelcoming environment within some STEM departments
(Carlone & Johnson, 2007). Many women, including Latinas, struggle with gaining recognition
within these departments that are mostly dominated by White males. Furthermore, while students
are often recognized and rewarded based on meritocracy (grades), the departments do not
consider the invisible barriers, like racism and sexism, that this population may face (Carlone &
Johnson, 2007).
This sexism was seen in Ong’s (2002) study of a physics department which found that
women of color had to carry out additional work in order to gain acceptance and recognition
from their male counterparts and faculty. It was also found that it was harder for female students
to understand the unspoken culture of the physics department and had to constantly find new
ways to maintain membership within this culture.
Limitations
As illustrated above, significant research has been conducted on barriers that impact
Latinx student’s persistence and completion rates. However, a limited amount of research
explores the barriers to success for girls and underrepresented minority adolescents from the
perspective of the students who are have an interest in pursuing a career in the STEM field
(Grossman & Porche, 2013). This includes the limited research that currently exists specifically
focusing on Latina community college STEM students and their experience within those majors.
27

Furthermore, the research that does exist is spread out among different grade levels (high school
to universities). This is important to note since the type of institution they are at has a direct
impact on their educational experiences (Delgado-Guerrero & Gloria, 2013). The below study
seeks to add to the research specifically focusing on Latina STEM students who are currently
enrolled at a community college.

28

Chapter Three: Methodology
The previous chapter discussed the body of literature as it relates to the psychological,
social, and cultural factors that influence a Latinx student’s experience in higher education. The
current chapter will circumscribe the methods in the study that were used to explore the research
questions in the context of the literature reviewed. The two research questions for this study
include:
RQ1. What psychosociocultural factors influence Latinas’ STEM major decision-making
process?
RQ2. What psychosociocultural factors at the community college level facilitate or impede
the academic success of Latina STEM students?
The introduction will bridge the literature review findings and theoretical framework to the
relevance of the research questions, specifically exploring the experience of Latina community
college students in STEM. Subsequently, the chapter will outline descriptions of the dataset,
explanation of variables, and analytic strategy.
Research Design
This study utilizes a case study approach, as it focuses on one specific college, in order to
understand the experience of Latina community college students who have chosen to major in
the STEM field. Specifically, this study looks to determine a few of the key factors that deter
Latina students from completing their STEM major and reaching their educational goals. In order
to understand the barriers Latina STEM students face at a community college, a mixed-methods
approach was utilized. The mixed methods approach is complementary as quantitative research
deals primarily with numbers and qualitative research deals primarily with words (McEwan &
29

McEwan, 2003). For this study, a mixed-methods approach was appropriate in order to provide
in-depth information and context to the Latina STEM experience. As a result, a mixed-methods
approach allows us to quantitatively understand the factors that contribute to low
persistence/completion rates, as well as using qualitative methods to delve into values,
perceptions, and feelings that have impacted this issue (Creswell, 2014).
Site Selection
Paradise Community College (PCC) is a community college located in California. PCC is
one community college within a larger district and the mission of this district is to aid students in
completing their educational and professional goals. Specifically, PCC offers students the
opportunity to complete a certificate, associate's degree, transfer requirements, and/or workforce
development. Furthermore, PCC has set a strategic goal of increasing equitable access at the
college.
The racial composition of PCC in Fall 2016 consisted of 59% Latinx students, 12%
Caucasian students, 11% Asian students, and 10% African American students. With the majority
of the students at the school identifying as Latinx, PCC has been given the designation of an
HSI. By becoming an HSI, PCC receives additional grants under Title V and Title III in order to
better support this population (HACU, 2018). This funding has been used towards support
programs like Puente, as well as other programs and services that specifically serve Latinx
students. Puente is a support program that has been established at over 60 community colleges in
California to provide Latinx students with academic, counseling, and mentoring support on
campus (Puente, 2018). Additionally, in Fall 2016, 66% of the student population was between
the ages of 18 and 24 (NCES, 2016).

30

Figure 1
Student Enrollment by Race/Ethnicity at PCC

Finally, the overall graduation rate at PCC for students who started in Fall 2013 was 21% and the
overall transfer rate to a four-year institution was 7%. Also, only 21% of Latinx students who
began in Fall 2013 graduated. By comparison, the graduation rate of Asian students is 29% at
PCC (NCES, 2016). It is important to note, though, that this Latinx and Asian graduation
percentage does not account for the number of students who may have transferred to a four-year
institution. This is due to the fact that the National Center for Educational Statistics (NCES) only
provides an overall transfer rate, but does not break that transfer rate down by gender or
race/ethnicity.
Sampling and Recruitment
The unit of analysis for this study is Latina STEM students currently enrolled at the
community college. PCC was chosen for this study due to the large number of Latina students
enrolled at the school and the fact that the school is an HSI. For the purpose of this study,
purposive sampling was used in order to capture Latina students who have declared a major in
the STEM field. A list of 60 Latina STEM students currently enrolled in the college was
obtained through the STEM support program. This program was established in 2016 and had
31

begun to keep a record of students who have declared a major within the STEM field. To solicit
participants for the survey, an e-mail was sent to the Latina STEM students with a description of
the study and a link to the anonymous survey. The same survey was sent to all the students in the
sample in order to gather quantitative data.
For the qualitative part of the study, though, five research participants were identified
using convenience sampling. These participants were students from the sample who volunteered
and were willing to participate in an interview. While convenience sampling is not optimal when
trying to generalize to a population, according to Johnson and Chirstensen (2015), it is necessary
given time restraints. However, it is important to note that there was a list of criteria participants
had to meet in order to be part of the qualitative portion of the study was used. The criteria to be
part of the qualitative portion of the study included screening for gender, socioeconomic
background, and degree goals (transfer and associates degrees). This was done in order to help
ensure that the sample was still representative of the rest of the population. All participants were
currently enrolled in classes at the college. The interviews lasted between 45 minutes and one
hour and were conducted on campus at the Counseling Center in one of the private offices.
After the interviews were completed, they were transcribed verbatim and coded
appropriately. In order to effectively code the interviews, ATLAS.ti, a qualitative software
program, was used. Codes were established for each of the interviews and from there themes
were created and each code was placed under a different theme. Then, using the PSC model,
these themes were organized using the three different factors.

32

Data Collection and Instruments/Protocols
After completing the Institutional Review Board (IRB) process, data collection began.
Both the surveys and interviews were conducted during one academic semester (Winter 2019). In
order to collect as much information as possible, the participants ranged in educational level
from their first year at PCC to over three years at the school.
Survey. As previously mentioned, a self-administered survey was created using an online
program called Qualtrics and e-mailed to all participants. According to Fink (2013), a survey is a
type of collection method “used to describe, compare, or explain individual and societal
knowledge, feelings, values, preferences, and behavior” (p. 2). For the purpose of this study, the
survey was used to quantitatively understand the barriers that Latina STEM students currently
face. Some of the advantages of using a self-administered online survey are that responses are
obtained immediately and can be downloaded, survey questions can be can ordered and
organized, and participants can be sent reminders easily. While some of the disadvantages to
online surveys are that some participants might not have an e-mail address and not have internet
access, the researcher did not anticipate these problems since all students have a college e-mail
address and participants can use the internet on campus via an on-campus computer or their
personal laptop or smart phones to complete the survey. The e-mail sent to all participants also
included an information sheet detailing a description of the study, confidentiality, benefits of the
study, and any risks to participating (See Appendix B). Incentive was included in order to
complete the survey in the form of a raffle for five $25 gift cards to their choice of Amazon,
Apple, or Starbucks. To enter the raffle, but also ensure anonymity of survey responses, students
clicked on a link after the survey was complete where they could enter the raffle by typing their
e-mail address.
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Survey instruments. The survey began with basic demographic questions in order to
gather information on major, year-level, school involvement, etc. After these demographic
questions, the following instruments were included in the survey sent to the sample. A shortened
version of each instrument was used in order to specifically capture data relevant to the study and
research questions.
The collective self-esteem scale. This instrument was developed by Luhtanen and
Crocker (1992) and is used to measure an individual's social identity or self-esteem relative to a
group. This part of the survey is broken into four subsections: Private (positive evaluation of an
individual's group), Membership (how an individual view themselves in a group), Public (public
perception of the group that the individual belongs to), and Importance (level of importance an
individual’s group in terms of their self-concept/self-esteem). The original survey is comprised
of 16-items using a 7-point Likert scale (strongly disagree to strongly agree), where higher
scores reflect increased self-esteem to individual social membership. However, select statements
were chosen from the survey and used for this study. The items from the self-esteem scale are
used to understand the psychological dimension of the PSC model as it relates to Latina STEM
students. Finally, similar to the study conducted by Dueñas and Gloria (2017), in this study, the
word group was changed to school (e.g., "I am a cooperative participant at my school").
College self-efficacy inventory. The 20-item instrument was developed by Solberg,
O’Brien, Villarreal, Kennel, and Davis (1993) specifically to better understand Latinx college
students. Rather than only measure a specific area of the college experience, Solberg and
colleagues included a variety of items in order to measure confidence levels in completing
different college related tasks. The areas included are classroom/course efficacy (e.g. Participate
in class discussions), roommate efficacy, and social efficacy (e.g. Make new friends at college).
34

Since community colleges do not offer on-campus housing, items related to roommate efficacy
were removed. For this survey, a 7-point Likert-type scale (not at all confident to extremely
confident) was used to gauge a student’s level of confidence in the above categories.
Perceived social support inventories–Friends. The Perceived Social Support Inventories
(PSS) (Procidano & Heller, 1983) assess a student’s perception of support in relation to
information, feedback, and comfort from both family and friends. However, for this study, only
the questions relating to friends (Fr) was used. The PSS-Fr scale consists of 20 items with
parallel statements, but only a select number of these statements were used in the survey. The
scoring for these was originally yes, no, or I don’t know, but it was changed to a 4-point Likert
scale (strongly disagree to strongly agree) for this study. Also, the word friends was changed to
classmates/peers for this survey in order to better gauge the level of support students receive on
campus. This portion of the survey is related to the social dimension of the PSC model,
specifically the role that peer support plays in a student’s academic experience.
Perceived cohesion scale. Bollen and Hoyle (1990) developed a six-item scale known as
the Perceived Cohesion Scale (PSC) that can be used to assess the participant’s sense of
belonging and feelings of morale within a specific organization. Both belonging and morale are
looked at because the authors believed that there is a strong connection between belonging and
morale. The PSC scale is broken up into two subscales, sense of belonging and feelings of
morale, and three items are included in each subscale. Each item contains blank spaces that
allows the researcher to input a specific group or organization (e.g. I feel a sense of belonging to
______). For this survey, the word school was used in the blank space for each item. A 10-point
Likert-type scale was used in the original scale, but this study will use a 7-point Likert-type scale
(strongly disagree to strongly agree) in order to have uniformity with the other survey items
35

included. All six items from the PSC were used in the survey for this study. This instrument was
selected because of its relation to the cultural dimension of the Psychosociocultural Model by
gathering data on a student’s sense of belonging on campus.
Campus climate. The Campus Attitudes and Climate Scale (CACS) was originally
composed of 100 statements on cultural attitudes and climate (Helm, Sedlacek, & Prieto, 1998).
Specifically, this scale focuses on the relationship between attitudes toward diversity and overall
satisfaction of students by race, as well as measuring a student’s perceptions and experiences of
the institution’s racial and ethnic climate. While the CACS is extensive, only a limited number of
statements were included using 5-point Likert scale (strongly disagree to strongly agree). The
statements chosen focused on a student’s experience on campus (in and out of the classroom)
and their overall experience at the school. Numerous statements were excluded from this survey
because they did not relate to community college students (i.e. residential hall experiences).
Similar to many other instruments used, the word university was changed to school for the
purpose of this study. A sample item includes, the school provides an environment for the free
and open expression of ideas opinions and belief. This instrument correlates to the cultural
dimension of the PSC model since the statements focus on understanding Latina students’
experiences on campus based on their race/culture.
Persistence/voluntary dropout decision scale. The Persistence/Voluntary Dropout
Decision Scale (P/VDDS) was developed by Pascarella and Terenzini (1980) and is a 30-item
scale that examines some of the non-cognitive academic persistence decisions of students. This
scale is divided into five different categories related to persistence decision: peer-group
interactions (e.g. The student friendships I have developed at this school have been personally
satisfying), interactions with faculty (e.g. My non-classroom interactions with faculty have had a
36

positive influence on my intellectual growth and interest in ideas), faculty concerns for student
development and teaching (e.g. Few of the faculty members I have had contact with are
generally interested in students), academic and intellectual development (e.g. I am satisfied with
my academic experience at this school), and institution and goal commitments (e.g. It is not
important to me to graduate or transfer from this school). Select questions from each of these
categories was included in the survey for this study. Furthermore, for this study, the word
university was changed to school. A 5-point Likert-type scale ranging from strongly disagree to
strongly agree was used for each item. This instrument was chosen because it captures data on all
of the dimensions within the PSC model. Peer-group and faculty interactions relates to the social
dimension, goal commitments relate to self-efficacy and the psychological dimension, and
institutional commitments relates to the cultural dimension.
Table 2
Survey Question Categories
Psychological Social Cultural
Self-
Esteem
Self-
Efficacy
Peer Support Faculty Support
Campus
Climate
Belonging Persistence
Block 1 Block 2 Block 3
Block 5: I am
comfortable going
to see a faculty
member of my
own race/ethnicity.
Block 5: There
is racial conflict
on campus
Block 4

Block 6: I am
satisfied with
the extent of
my intellectual
development
since enrolling
in this school.

Block 5: I
often have
difficulty
getting help or
support from
students.
Block 5: I often
have difficulty
getting help or
support from
faculty.
Block 5: There
is racial/ethnic
separation on
campus.
Block 5: I
feel as
though I
belong in
the school
community
Block 6: My
academic
experience has
had a positive
influence on my
intellectual
growth and
interest in
ideas.
37

Block 6: Since
coming to this
school I have I
have
developed a
close personal
relationship
with other
students
Block 6: My non-
classroom
interactions with
faculty have had a
positive influence
on my personal
growth, values, and
attitudes.
Block 5: I have
been exposed to
a racist
atmosphere in
the classroom.

Block 6: I am
satisfied with
my academic
experience at
this school.

Block 6: The
student
friendships I
have
developed at
this school
have been
personally
satisfying.
Block 6: My non-
classroom
interactions with
faculty have had a
positive influence
on my intellectual
growth and interest
in ideas.
Block 5: I have
been exposed to
a racist
atmosphere
outside the
classroom.

Block 6: Few of
my courses this
year have been
intellectually
stimulating.

Block 6: My
interpersonal
relationships
with other
students have
had a positive
influence on
my personal
growth,
attitudes, and
values
Block 6: My non-
classroom
interactions with
faculty have had a
positive influence
on my career goals
and aspirations.
Block 5: I am
comfortable
speaking with
others about my
racial/ethnic
background.

Block 6: My
interest in ideas
and intellectual
matters has
increased since
coming to this
school.

Block 6: My
interpersonal
relationships
with other
students have
had a positive
influence my
intellectual
growth and
interest in
ideas.
Block 6: Since
coming to this
school, I have
developed a close,
personal
relationship with at
least one faculty
member.
Block 5:
Faculty respect
students of
different racial
and ethnic
groups.

Block 6: I am
more likely to
attend a cultural
event (for
example, a
concert, lecture,
or art show)
now than I was
before coming
to this school.

Block 6: It has
been difficult
for me to meet
and make
friends with
other students.
Block 6: I am
satisfied with the
opportunity to
meet and interact
with faculty
members
Block 5:
Students
respect other
students of
different racial
and ethnic
groups.

Block 6: I have
performed
academically as
well I
anticipated I
would.

Block 6: Few
of the students
I know would
be willing to
listen to me
Block 6: Few of
the faculty
members I have
had contact with
are generally
Block 5: This
school provides
an environment
for the free and
open expression

Block 6: It is
important for
me to graduate
from college.
38

and help me if
I had a
personal
problem.
interested in
students.
of ideas,
opinions, and
beliefs.

Block 6: Most
students at the
school have
value and
attitudes
different from
my own.
Block 6: Few of
the faculty
members I have
had contact with
are generally
outstanding or
superior teachers.

Block 6: I am
confident I
made the right
decision in
choosing to
attend this
school

Block 6: Few of
the faculty
members I have
had contact with
are willing to
spend time outside
of the class to
discuss issues of
interest and
importance to
students.

Block 6: It is
likely that I will
register at this
school next
semester.

Block 6: Most of
the faculty I have
had contact with
are interested in
helping students
grow in more than
just academic areas

Block 6: It is
not important to
me to graduate
or transfer from
this school.

Block 6: Most of
the faculty I have
had contact with
are genuinely
interested in
teaching.

Interviews. An in-person interview was conducted after the quantitative survey
administration as the qualitative component of this study. Interviews are valuable because they
can be used to obtain in-depth information about a participant’s thoughts and motivations about a
particular topic (Johnson & Christensen, 2015). It allows a space for honest sharing which leads
to depth and complexity. It also allows for triangulation of data, verifying data and information
using different research methods. The primary instrument for data collection was the researcher
(Creswell, 2014).
39

The type of interview conducted included a semi structured, interview guide approach,
which covered the same general topics and questions for all interviewees (Johnson &
Christensen, 2015). The researcher/interviewer had a plan and protocol to explore specific topics
and ask open-ended questions that were written before the interview (Johnson & Christensen,
2015). Prior to the interview, each participant was e-mailed an information sheet that had been
approved by the IRB (See Appendix A). This information sheet provided a description of the
study, their right to confidentiality, right to withdraw from the study, any risks associated with
participating, and how this study benefits society. Prior to each interview, the participant also
received a hard copy of this information sheet in order to ensure they have all the information
before and after the interview.
The interview began with an introduction and the participant had to provide verbal
consent for the interview and to be audio recorded only. Once consent was given, the interviewer
was able to begin asking questions. The interview included questions about behaviors,
experiences, beliefs, emotions, knowledge and background. This semi-structured interview
approach is more flexible in that it does not have to follow a specific order and the wording of
the questions can be changed. The in-person interviews took place approximately four weeks
after the quantitative surveys. Five students were interviewed one time based on their stated
interest in participating in a follow-up interview on the initial quantitative survey. Each interview
took place in the counseling office and was digitally recorded.

40

Chapter Four: Data Presentation
The purpose of this study was to utilize the Psychosociocultural (PSC) Model (Gloria &
Rodriguez, 2010) to better understand the challenges that Latina STEM students faced at a
community college that may impede their success and completion rates in this field. Two
research questions provided guidance for the study:
RQ1. What psychosociocultural factors influence Latinas’ STEM major decision-making
process?
RQ2. What psychosociocultural factors at the community college level facilitate or
impede the academic success of Latina STEM students?
This chapter is organized into four major sections. The first section is the quantitative
findings, which answers the first research question. This section also includes a description of the
sample, quantitative results, and relevant tables. The next section covers the same information
for the qualitative results, which answers the second research question. Following that is an
evaluation of the findings and then a summary of the chapter.
Quantitative Findings
For the quantitative portion of the study, 31 students (51.67%) completed an online
anonymous survey using Qualtrics. Table 3 displays the frequency counts for selected variables.
Table 4 provides the frequency counts for support services utilized sorted by highest frequency.
Table 5 provides the frequency counts for ethnic/racial background sorted by highest frequency.
Table 6 provides the psychometric characteristics for the seven summated scale scores. Table 7
displays the Spearman correlations for selected scale scores with the persistence score to answer
41

the research questions. Table 8 displays the Spearman correlations for seven background
variables with the respondent’s persistence score.
Description of quantitative sample. Table 3 displays the frequency counts for selected
variables. All (100.0%) were female. Most (83.9%) were between 18 and 24 years old. Sixty-one
percent of the sample had graduated from high school within the last two years (2017 or 2018).
Almost two-thirds of the sample (65.0%) had current or planned majors in the physical sciences.
The number of units completed ranged from 10 to 90 (M = 36.06, SD = 19.92). All identified as
Latina. Most (87.1%) received financial aid. Less than a quarter of the respondents (22.6%) had
fathers who attended at least some college and 32.2% had mothers who attended at least some
college. All but one (96.8%) had an educational goal of transferring to a four-year university (see
Table 3).

42

Table 3
Frequency Counts for Selected Variables (N = 31)
Variable Category n %
Gender

Female 31 100.0
Age

18 - 24 26 83.9

25 - 34 5 16.1
Year Graduated High School

2018 8 25.8

2017 11 35.5

2015 or 2016 7 22.6

2014 or earlier 5 16.1
Current or Planned Major

Natural Sciences 11 35.5

Physical Sciences 20 65.0

Units Completed
a

10 to 29 units 11 35.5

30 to 59 units 16 51.6

60 to 90 units 4 12.9
Identify as Latino/a

Yes 31 100.0
Receive Financial Aid

Yes 27 87.1

No 4 12.9
Father's Highest Education

Middle School or Less 6 19.4

Some High School 11 35.5

High School Graduate 7 22.6

Some College 3 9.7

College Degree 4 12.9
______________________________________________________________________________
a
Units: M = 36.06, SD = 19.92.

43

Table 3 Continued
Variable Category n %
Mother's Highest Education

Middle School or Less 7 22.6

Some High School 7 22.6

High School Graduate 7 22.6

Some College 5 16.1

College Degree 4 12.9

Some Graduate School 1 3.2
Educational Goal

Complete an associate's degree and transfer 19 61.3

Transfer without an associate's degree 11 35.5

Obtain an associate's degree 1 3.2
______________________________________________________________________________
Table 4 displays the frequency counts for support services utilized sorted by highest
frequency. Respondents could endorse multiple support services. The most commonly endorsed
support services were College Advantage (71.0%) or STEM Support Program (48.4%) (see
Table 4).
Table 4
Frequency Counts for Support Services Utilized Sorted by Highest Frequency (N = 31)
Support Service n %
College Advantage 22 71.0
STEM Support Program 15 48.4
Honors Transfer Program 10 32.3
Puente 6 19.4
Other support program 3 9.7
PASS 0 0.0
Disability Services 0 0.0
Veterans 0 0.0
Umoja 0 0.0
Note. Respondents allowed to endorse multiple services.

44

Table 5 displays the frequency counts for ethnic/racial background sorted by highest
frequency. Respondents could endorse multiple backgrounds. The most frequently endorsed
backgrounds were either Mexican (80.6%) or Central American (19.4%) (see Table 5).
Table 5
Frequency Counts for Ethnic / Racial Background Sorted by Highest Frequency (N = 31)
Background n %
Mexican 25 80.6
Central American 6 19.4
Spanish 1 3.2
Puerto Rican 1 3.2
Other racial /ethnic background 1 3.2
South American 1 3.2
Cuban 0 0.0
Note. Respondents allowed to endorse multiple backgrounds
Table 6 displays the psychometric characteristics for the seven summated scale scores.
Cronbach alpha reliability coefficients ranged in size from α = .73 to α = .93 with the median
sized coefficient being α = .83. The suggested all reliability coefficients had acceptable levels of
internal reliability (Creswell, 2014) (see Table 6).

45

Table 6
Psychometric Characteristics for Summated Scale Scores (N = 31)
Scale Score # of Items M SD Low High α
Self-Esteem 16 4.13 1.09 2.25 5.94 .91
Self-Efficacy 14 4.58 0.94 2.86 6.29 .88
Peer Support 5 3.49 0.91 1.60 5.00 .84
Faculty Support 12 3.36 0.56 2.33 4.75 .73
Campus Climate 8 4.02 0.67 2.75 5.00 .80
Belonging 7 4.27 1.48 1.86 6.71 .93
Persistence 12 3.76 0.67 2.58 4.75 .85

Answering the quantitative research question. The primary quantitative research
question was:
RQ 1. What psychosociocultural factors influence Latinas’ STEM major decision
making process?
To answer this question, Table 7 displays the Spearman correlations between selected scale
scores with the persistence score. Spearman correlations were used instead of the more common
Pearson correlations due to the sample size (n = 31).
Inspection of the table found all correlations to be in the positive direction and significant
at least at the p <.05 level. The strongest correlations with the persistence score were for the: (a)
self-esteem score (r
s
= .80, p <.001); (b) campus climate score (r
s
= .73, p <.001); and (c)
belonging score (r
s
= .82, p <.001) (see Table 7).

46

Table 7
Spearman Correlations for Scale Scores with Persistence Score (n = 31)
Scale Score Persistence
Self-Esteem .80 *****
Self-Efficacy .57 *****
Peer Support .38 **
Faculty Support .55 ****
Campus Climate .73 *****
Belonging .82 *****
* p < .10. ** p < .05. *** p < .01. **** p < .005. ***** p < .001.
Additional quantitative findings. As additional findings, Table 8 displays the
Spearman correlations between seven background variables and the respondent’s persistence
score. Given the sample size (N = 31) and the exploratory nature of this study, findings
significant at the p <.10 level were noted to suggest possible avenues for future research.
Inspection of the table found four of the seven background variables to be significantly
related to the respondent’s persistence score. Specifically, higher persistence scores were found
among those respondents who: (a) were younger (r
s
= -.30, p <.10); (b) had graduated from high
school more recently (r
s
= -.33, p <.10); (c) had fathers with lower levels of education (r
s
= -.33,
p <.10); and (d) had educational goals to complete an associate’s degree and transfer to a four-
year university (r
s
= -.38, p <.05) (see Table 8).

47

Table 8
Spearman Correlations for Background Variables with Persistence Score (N = 31)
Background Variable Persistence
Age -.30 *
Year Graduated High School a -.33 *
Units Completed -.02

Receive Financial Aid
b
-.12

Father's Highest Education -.33 *
Mother's Highest Education .02

Educational Goal
c
-.38 **
* p < .10. ** p < .05. *** p < .01. **** p < .005. ***** p < .001.
a
Year: 1 = 2018 to 4 = 2014 or earlier.
b
Financial Aid: 1 = Yes 2 = No.
c
Goal: 1 = Complete an associate's degree and transfer to 3 = Obtain an associate's degree.
Qualitative Findings
The qualitative portion of this study was used to answer the second research question:
RQ2: What psychosociocultural factors at the community college level facilitate or
impede the academic success of Latina STEM students?
To answer this research question, the five participants’ transcribed and coded interviews
were analyzed using ATLAS.ti, a qualitative data analysis software program. On this software,
the code manager tool was utilized in order to create and order 53 category codes. Inductive
coding, codes that were derived from the transcribed interviews, was used in the preliminary
analysis of each transcribed interview. After the inductive coding, the tables below were created
according to themes in order to organize the data. Six themes emerged from the analysis of the
category codes that were helpful and relevant to answering the second research question.
48

Description of the qualitative sample. Table 9 displays important characteristics of the
five interview participants. In order to meet the selection criteria for the interview, all five
participants identified as women and Latina, currently attend Paradise Community College, and
completed the online survey prior to the interview. Also, all participants were between the ages
of 18 and 24 (See Table 9).
Table 9
Descriptive Statistics for Selected Variables (N=5)
Characteristic P1 P2 P3 P4 P5
Class
Standing
First year First year Second year First year Second year
First
Generation
Yes Yes Yes Yes Yes
Major Math Chemistry Chemistry Biology Biomedical
Engineering
Self-esteem. The first theme for research question two (RQ2) is comprised of nine
category codes of information related to confidence in a participant’s self and self-worth. This
theme had the second lowest utterances, (n=34) out of the six themes. Table 10 shows the
category codes that were identified under self-esteem for all five participants.

49

Table 10
Theme 1: Self-Esteem (Psychological)
Category Codes P1 P2 P3 P4 P5 Totals
Difference between hs and
college 6 0 0 0 1 7
fear of failing 5 1 1 0 0 7
Confidence 1 2 1 0 0 4
lack of confidence 0 4 0 0 0 4
Self-Motivation 0 2 1 1 0 4
Different college expectations 2 0 0 1 0 3
Feel less than other classmates 0 1 0 0 1 2
Students advocating for
themselves 0 1 0 1 0 2
Feeling unprepared for STEM
classes 1 0 0 0 0 1
Totals 15 11 3 3 2 34

Findings for this theme are representative of participants’ overall feelings of self-esteem.
As illustrated in the table, some participants discussed self-esteem more than others. For example,
Participant 1 (P1) had 15 utterances in relation to self-esteem while Participant 5 (P5) only had
two. Furthermore, certain category codes arose in the interview more than others, with fear of
failing being mentioned seven times. In contrast, the code related to feeling unprepared for
STEM classes was only mentioned once by P1. Finally, particularly noteworthy is the fact that
three of the participants discussed feelings of confidence and self-motivation, both positive
indicators of self-esteem.
50

Like many of the other participants, P1 displayed a positive self-esteem in certain areas,
while struggling in others. For example, she showed confidence as she discussed her conviction
that she could get an A in the class and her willingness “to do it even if it’s hard”. However, in
other parts of the interview she alluded to her fears of failing. At one point, she discussed the fact
that she was admitted to UCLA, but she explained,
I didn’t go because I was, like, scared because I know at my high school, like I was at
the top of my class but I feel like I didn’t get the best education compared to everyone
else, you know, like around the nation or in California so I don’t know, like that stopped
me from going. (P1 interview)
Similarly, Participant 3 (P3) discussed fear of failing in relation to women majoring in STEM.
When asked about her struggles on campus, P3 said “I feel like more females need to get, like,
interested in STEM. I know a lot do but they feel like they can’t make it or anything”.
Also noteworthy is participants’ discussion about how they also use self-motivation when
they encounter difficult situations. When asked how she overcomes obstacles, Participant 2 (P2)
discussed the importance of pushing herself and said that she often gives herself a pep talk and
tells herself that she has got this. Additionally, P3 discussed her struggles with depression, but
combatted it by telling herself “I need to stop feeling depressed just because it’s not going to do
anything for my future. I just knew, like, no matter what I was going to become a doctor and
whatever feeling I had was irrelevant”. Using her goals for the future, P3 was able to provide
herself with motivation during difficult times.
Finally, P5 wrestled with her self-esteem as she felt like other classmates, specifically the
men, struggled less than her. P5 often attended tutoring sessions on campus and saw a lot of guys
51

from her class there. However, during those times she said, “I knew what I was doing but there
were things that I was struggling with and they were mostly there just to review rather than to
learn more in depth…So, as to me, I was there more for the help”.
Self-efficacy. The second theme for RQ2, self-efficacy, is comprised of nine category
codes related to a participant’s belief in their ability to achieve a specific goal. For the purpose of
this study, these goals are in relation to their academic success and education goal of transferring.
This theme had the second highest number of utterances (n=59). Table 11 shows the category
codes that were identified under self-efficacy for each of the five participants.
Table 11
Theme 2: Self-Efficacy (Psychological)
Category Codes P1 P2 P3 P4 P5 Totals
Unsure of self 6 2 2 1 1 12
Issues with Time management 4 1 1 2 2 10
Perseverance 2 2 2 0 3 9
Struggle to balance school and
activities 3 0 0 0 5 8
Overcoming Obstacles 0 3 2 0 1 6
Belief in self 2 1 1 0 0 4
Hesitant to take on big
challenges 4 0 0 0 0 4
Strong work ethic 3 0 0 1 0 4
Interest in transferring 1 0 0 0 1 2
Totals 25 9 8 4 13 59

52

Table 11 displays each participant’s feelings and thoughts on self-efficacy specifically
related to their current classes and STEM. Noteworthy category codes within this theme are
unsure of self, which has 12 utterances and issues with time management, which has 10
utterances. These were also the only two category codes that arose in all five participant
interviews. Also, like the self-esteem theme, P1 discussed self-efficacy more than other
participants with a total of 25 utterances. The next highest was P5 with 13 utterances, followed
by P2 with nine. Finally, while students discuss some issues related to self-efficacy three of the
participants discussed their ability to overcome obstacles and four talked about the importance of
perseverance.
Each participant was asked during the interview if they felt more comfortable raising
their hand in class or asking questions privately. While most participants said that they prefer
asking questions privately, Participant 4 (P4) went on to say that she did not feel comfortable
raising her hand because “in the back of my head just always, like, oh are they going to think less
of me if I ask it even though…I just want to clarify more. So definitely having one-on-one”. P1
also discussed feeling unsure of herself when she said that one thing she would like to improve
on is taking on bigger challenges because “sometimes I want to do stuff that I know I can
succeed in and sometimes there’s things that I could be unsure of myself so I just won’t take that
challenge on”.
Similarly, all the participants also spoke about their struggles with time management and
how that impacts them. When asked what skill P2 would like to improve on she said time
management because she often puts things off until the last minute and then struggles to
complete assignments. P5 also shared a similar experience and said, “there’s times when I just
slack off and I put things for the next day or I won’t finish them until later and that has really not
53

helped me in past situations”. Like these two participants, the other three also talked about how
lack of time management led to problems or stress academically.
While many of the participants discussed issues related to self-efficacy, they also spoke
about their resilience and perseverance. During her first semester of college, P2 shared that she
was in a very bad car accident with her mom. She talked about her time in the hospital and her
current fear of cars, but she also talked about how she worked with her teachers to make up the
work she missed and also that even though she is scared she wants to learn how to drive still.
During her interview, P3 talked about overcoming her obstacle of being shy. She said that during
high school she was really shy, but “I just started pushing myself to talk more and to make new
friends... I felt like if I changed myself then my environment would change so that I could be
doing better”. P5 even specifically talked about perseverance when asked about a personality
trait or skill that has helped her to be successful in school. When asked to go more in depth, she
said,
It’s kind of like calling it into existence and then more personally I feel like just knowing
what you want like the perseverance because it does get tough at times and it’s like I
don’t know if I can do this! Then you start to second guess yourself, but just having that
mentality where you’re like I want this. I want to persevere. I feel like that helps a lot too.
(P5 interview)
Peer support. The third theme for RQ2 is made up of five category codes related to a
participant’s interaction with their peers in and out of the classroom. This encompasses seeking
both academic and non-academic support and guidance from them. This theme had the third
54

lowest utterances (n=39). Table 12 shows the category codes that were identified under peer
support for each of the five participants.
Table 12
Theme 3: Peer Support (Social)
Category Codes P1 P2 P3 P4 P5 Totals
Peer support in the classroom 2 3 3 2 3 13
Lack of Females in STEM 0 0 2 2 5 9
Peer support outside of the
classroom 0 3 3 1 0 7
Lack of peer interaction 3 0 0 1 1 5
Lack of peer support in STEM 4 0 1 0 0 5
Totals 9 6 9 6 9 39

The table for peer support has the fewest category codes (five) and is representative of
each participant’s experiences with peers on campus. All five participants had a similar amount
of utterances in relation to peer support (either six or nine utterances). Also, each participant
mentioned peer support in the classroom around the same amount. Most importantly, though,
three participants talked about the lack of women in their STEM courses and two participants
mentioned the lack of peer support in STEM, but did not mention women specifically.
Each of the participants received some form of peer support in the classroom at some
point. P5 says that she feels more connected to her peers in her math and sciences classes
because “we kind of need each other to help out each other as to know what’s going on in the
class in case anyone misses out. If anyone of us are struggling we usually….help each other”. P2
also talks about how she has gotten to know peers who she never talked to in high school, but
now are in her college classes. She says that all of a sudden “you start talking and then, you
55

know, start helping each other and asking ‘Hey, did you do the homework? Can you help me
with this problem?’”.
While peers have been helpful in classes, some of the participants emphasized the lack of
girls in STEM. When talking about the future, P3 said, “it’s going to be super-duper difficult
because there is not that many female surgeons or anything let alone Latina female surgeons so I
know for a fact that I’m going to feel like I don’t belong”. During her interview, P4 shared a
similar sentiment when she said, “as a Latina I definitely felt like…people couldn’t really
identify or find a connection towards me except for the three girls I mentioned…but only one of
them is in STEM”. In addition, when asked what her experience was like as a Latina in STEM,
P5 said, “So, inside of the classroom, there’s obviously more men than women, not much of
color, as well. So, like, I’m…pretty much underrepresented and sometimes I look around and
there’s just all men”.
Faculty support. The fourth theme for RQ2 is made up of 14 category codes related to a
participant’s interaction with faculty in and out of the classroom. This encompasses interactions
with faculty during class, as well as seeking both academic and non-academic support and
guidance. This theme had both the highest number of category codes and the highest number of
utterances (n=77). Table 13 shows the category codes that were identified under faculty support
for all five participants.

56

Table 13
Theme 4: Faculty Support (Social)
Category Codes P1 P2 P3 P4 P5 Totals
Counseling support 7 1 2 2 2 14
Seeking faculty help with
academics 1 5 1 3 2 12
Bad teaching 9 0 0 0 0 9
Connection to female faculty 0 0 2 4 0 6
Faculty mentoring 0 4 2 0 0 6
Lack of faculty interaction 2 2 1 0 1 6
Faculty offering help non-
academic 1 3 0 1 0 5
Faculty connecting with students 0 1 1 0 2 4
Sexism 0 2 0 2 0 4
Fear of talking to professors 0 1 1 1 0 3
Lack of faculty mentoring 2 0 0 0 1 3
Comfortable seeking out faculty
help 1 0 0 1 0 2
School isn't teaching them 2 0 0 0 0 2
Male faculty not understanding 0 0 1 0 0 1
Totals 25 19 11 14 8 77

As Table 13 illustrates, faculty support was the most discussed theme among the five
participants. Counselors are considered faculty at community colleges and were discussed as
having a positive influence on each of the participant’s experiences on campus. While counseling
was a positive among the participants, both P2 and P4 discussed experiences with sexism in the
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classroom. Furthermore, P3 expressed the feeling that male faculty do not understand her and
also that it is easier for her to connect with female faculty members. Finally, P2, P3, and P4
mentioned a fear of speaking with faculty members, specifically their teachers.
Counselors were a heavy component of each of the interviews. Every participant had at
least one positive thing to say regarding a counseling interaction. P1 talked about how she was
lost regarding what STEM courses to take in her first semester until she met with a counselor. P2
shares that every time she met with her counselor “she would always ask if I was doing okay, not
just like academically but, you know, she like not only cared about, like, doing her job…but she
just cared about the students she had”. P4 also talked about how her high school counselor was
not helpful or encouraging, but that her current counselor at PCC is much more helpful.
Participants also discussed the fact that male faculty do not understand them as well and
that they have a stronger connection with female faculty. P3 talked about her experience
speaking with a male faculty member and said, “the male teachers, they don’t really see me as a
female. They just see me as a student so any struggles that I have as a female they don’t really,
like, see it or get it”. This participant goes on to explain, “I could confide more with a female
and since I only had one female teacher, that’s who I went to”. P4 was at first hesitant to say that
she connected more with female teachers, but then opened up and said “I feel more comfortable
going to a woman…I don’t know why but just having her hear my thoughts and everything more
than a man. I just feel it’s more comfortable”.
Finally, it is important to note that two participants discussed what they felt like were
sexist comments from male faculty. P2 talked about her anatomy professor who said, “he
couldn’t hear girls talk, like women talk”. She expressed that this made her very uncomfortable
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and she actively avoided speaking to him or asking questions. P4 also said that she had a male
teacher who made an inappropriate joke to a female student and that many of the girls in the
classroom felt offended and thought that the comment was inappropriate.
Belonging. The fifth theme for RQ2, belonging, is made up of six category codes related
to a participant feeling comfortable on campus, as well as feelings of being included and part of
the collective group. This theme had the lowest utterances (n=30), and also has the second least
category codes out of the six themes. Table 14 shows the category codes that were identified
under belonging across all five participants.
Table 14
Theme 5: Belonging (Cultural)
Category Codes P1 P2 P3 P4 P5 Totals
Seeking Resources 8 1 1 2 4 16
Latina STEM empowerment 1 0 0 2 2 5
Campus Involvement 1 1 1 0 1 4
Belonging 0 1 1 0 0 2
Feeling Alone 0 1 0 1 0 2
Feelings of not Belonging 0 0 1 0 0 1
Totals 10 4 4 5 7 30

While Table 14 has the fewest utterances of the six themes, all five participants spent
time discussing their feelings related to belonging at PCC. As the table shows, all the participants
talked about situations or instances where they sought out resources on campus. Additionally,
four of the participants talked about involvement on campus, including volunteering, clubs, and
organizations. On the other hand, there were two utterances related to feeling alone and P3
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specifically mentioned feelings of not belonging on campus. Finally, related to STEM, P1, P4,
and P5 talked about other Latina students helping them feel empowered.
As mentioned, all five participants demonstrated a certain level of comfort with seeking
out campus resources. P1 talked about attending workshops on campus to help with the transfer
application to USC and P2 talked about how much the library helped her when she had to
complete homework or wanted to “start work ahead of time”. P4 especially focused on the
tutoring the campus offers. She talked about how she used to struggle with quizzes “and tutoring
definitely helped and then afterwards I feel like I could actually, um, do anything related to what
I was studying”.
However, while each participant took advantage of campus resources, some talked about
feelings of not belonging or being alone. P4 talked about the fact that the majority of the students
who go to PCC grew up in the surrounding area while she lives about 40 minutes away. Not
having grown up in the area, she feels that she:
didn’t know anybody here. I didn’t really see familiar faces and I know how people
already have like, little cliques and everything…where they go wait for classes and they
sit down so definitely I felt outside my comfort zone and kind of alone (P4 interview).
As previously mentioned under peer support, P3 talked about the lack of females in STEM. She
goes on to say that the lack of Latinas in STEM creates a feeling “like I don’t belong. I’m going
to feel left out because everyone else is going to be male students, so I know I’m going to feel
left out and out of place in the future”.
Campus/Classroom climate. The final theme, campus/classroom climate, for RQ2 is
made up of 10 category codes related to a participant’s experiences on campus, both in and out
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of the classroom. This theme has the third highest utterances (n=53). Table 15 shows the
category codes that fall within campus/classroom climate for all five participants.
Table 15
Theme 6: Campus/Classroom Climate (Cultural)
Category Codes P1 P2 P3 P4 P5 Totals
Involvement in support programs 5 1 1 0 1 8
STEM support services 2 1 1 3 1 8
STEM coursework 3 0 0 1 3 7
Career development 0 2 2 1 0 5
More Support for Females 0 0 2 0 3 5
Negative classroom climate 0 3 0 2 0 5
Classroom Environment 1 1 0 2 0 4
Feeling uncomfortable in the
classroom 0 2 0 1 1 4
Participation in Latinx activities 2 0 0 2 0 4
Lack of STEM course 0 2 0 0 1 3
Totals 13 12 6 12 10 53

Findings for this theme are representative of participants’ overall feelings on the
environment in the classroom, as well as on campus. Four of the participants spent a significant
amount of time discussing different aspects of their environment with utterances varying from 10
to 13. P3, though, had the least amount of utterance with six. Noteworthy utterances within this
theme include four participants discussing involvement in support programs on campus and all
five participants taking advantage of specific STEM support services. However, P3 and P5
discussed wanting more support for female students on campus and P2 and P5 mentioned a lack
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of STEM courses being offered. Finally, while many participants discussed positive interactions
within the classroom, P2, P4, and P5 mentioned instances that also made them feel
uncomfortable or created a negative classroom environment.
Similar to seeking out resources, four participants also discussed their involvement in at
least one support program on campus. For example, P1 talked about her involvement in College
Advantage, which is a support program for first year students. Through this program she was
able to attend workshops, tutoring, and get counseling. P3 talked about her involvement in the
honors program on campus and how this program allowed her to take “tougher classes so it
pushed me more to try my best and I feel like as an honors student, like, you can’t fail because
there’s, like, an expectation because its honors”. Each of the participants also specifically talked
about the STEM support services they have received on campus. P3 spoke about her
involvement in the STEM program and said that “they provide so many resources and stuff like
internships, scholarships, or, like, meetings and stuff. They always send e-mails and it helps me
get more involved in my major”.
While these support programs have been greatly beneficial, participants also talked about
improvements that could be made. P2 talked about how quickly a chemistry class filled up and
that even the waiting list was full because only one section was offered. P5 also talked about how
she could not take physics this semester because the class was already full. Additionally, P3 said
she would like to create “a club for females…in STEM because it’s just good to have, like, peers
that get you and you guys can help each other out so I’d love to start that”. P5 echoed this
sentiment when she said, “I feel like more emphasis not on STEM itself, but Latinas within
themselves because I feel like some of us as Latinas not only just the STEM, I feel like most of
us tend to struggle a little more, depending on our background”.
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Evaluation of Findings
Based on the tables and representative quotes found in this chapter, it is clear that the
quantitative and qualitative findings share some similarities and differences. One similarity
between both sets of findings is the strong involvement in support programs on campus. In the
qualitative findings, all five participants indicated that they belonged to at least one support
program. Similarly, on the survey 71% of respondents selected that they were part of College
Advantage. In addition, 15 respondents said that they were part of the STEM program and during
the interviews all of the participants talked about utilizing different support services related to the
STEM program. In addition, through the Spearman correlation for scales score, it was found that
campus involvement had the third highest correlation to persistence with r
s
= .73. This was
supported by the findings in the qualitative component, where campus/classroom climate had the
third highest utterances (n=53). Finally, through the qualitative tables, it can be seen that the peer
support theme had the fewest category codes (five category codes). This supports the quantitative
findings which showed the lowest correlation between peer support and persistence (r
s
= .38).
From a data standpoint, though, there were also a few differences between the
quantitative and qualitative findings. For example, in the quantitative findings belonging had the
strongest correlation to persistence (r
s
= .82). However, among the six themes that emerged
from the interviews, belonging had the lowest number of utterances (n=30). Similarly, self-
esteem had the second highest correlation (r
s
= .80), but in the qualitative findings had the
second lowest amount of utterances (n=34). Finally, while faculty support had the highest
number of utterances (n=77) in the qualitative findings and the most category codes, within the
quantitative findings, faculty support had the second lowest correlation to persistence (r
s
= .55).
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Summary
In summary, this study used 31 survey responses and five interviews in order to (a)
understand the factors that influence persistence among Latina STEM students and (b) examine
the PSC factors that promote or impede success within this population. Quantitative techniques
were used to answer the first research question. RQ1 data showed all correlations to be in the
positive direction and significant at least at the p <.05 level. In addition, the strongest
correlations with the persistence score were for: (a) belonging score (r
s
= .82, p <.001); (b) self-
esteem score (r
s
= .80, p <.001); (c) campus climate score (r
s
= .73, p <.001). Finally, the data
also revealed that four of the seven demographic variables collected in the survey were
significantly related to persistence. For example, higher persistence scores were found among
those respondents who: (a) were younger (r
s
= -.30, p <.10); and (b) had graduated from high
school more recently (r
s
= -.33, p <.10).
Qualitative techniques were used to answer the second research question. RQ2 results
suggest that participants spent the majority of their interviews discussing faculty support and
interactions that they had with their teachers in and out of the classroom. They also spent a lot of
time discussing self-efficacy, including struggles with time management and feeling unsure of
themselves, but also their ability to overcome obstacles and persevere. Additionally, specific
participants also discussed the lack of female students in their STEM classes and also the need
for more support specifically for female students. In the final chapter, these findings will be
compared to the literature discussed in Chapter Two.

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Chapter Five: Discussion
The primary aim of this study was to better understand the psychological, social, and
cultural factors that influence or impede success among Latina community college students
majoring in the STEM field. Utilizing a mixed methods approach, both survey data and interview
findings were collected. Through the survey, students answered basic demographic questions, as
well as Likert scale questions about their experiences in and out of the classroom, with peers and
faculty, and about their personal self-esteem and self-efficacy. The five in person one-on-one
interviews delved deeper into their experiences on campus as a Latina STEM student, as well as
specific factors that have both supported and impeded their success. Below is a discussion of the
findings from Chapter Four, followed by recommendations for practice and future research that
could be conducted.
Discussion of the Findings
This section will focus on the findings from both the survey and interview data and how
it relates to the literature. This discussion will be broken down into two sections: discussion of
the quantitative findings and a discussion of the qualitative ones. This will be followed by a
discussion of how this study contributes to the existing literature.
Quantitative results discussion. The quantitative analysis of the 31 survey responses
showed that all the correlations were in the positive direction and significant at least at the p <.05
level. However, the strongest correlations with the persistence score were for: (a) belonging
score (r
s
= .82, p <.001); (b) self-esteem score (r
s
= .80, p <.001); (c) campus climate score (r
s

= .73, p <.001). Peer support, while still significant, had the least correlation with the persistence
score (r
s
= .38). Furthermore, based on the demographic information collected in the survey,
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results also showed higher persistence scores among respondents who: (a) were younger (r
s
= -
.30, p <.10); and (b) had graduated from high school more recently (r
s
= -.33, p <.10).
RQ1 sought to understand the factors that influence persistence among Latina STEM
students. As discussed in Chapter Two, the Psychosociocultural model came into being in order
to properly support Latinx students by understanding the psychological, social, and cultural
factors that impact this population (Gloria & Rodriguez, 2000). For the purpose of this study, six
specific themes were examined: self-esteem and self-efficacy (psychological), peer and faulty
support (social), and belonging and campus climate (cultural). Consistent with the theoretical
framework put forth by Gloria and Rodriguez (2000), this study found that there was a positive
and significant correlation between each of these specific themes and persistence. This supports
the PSC model, which emphasizes the important role that these three factors play in the success
of Latinx students.
In addition, the fact that there was a strong positive correlation between belongingness
and persistence, as well as self-esteem and persistence, is also supported by existing literature. In
their research, Suhlmann, Sassenberg, Nagengast, and Trautwein (2018) also found a positive
relationship between belongingness and an increase in wellbeing and motivation, in addition to a
decrease in a student’s intent to dropout. Similarly, San Miguel and Kim (2015) found that
passion and belief in oneself (high self-esteem) were important characteristics to have for
Latina’s in the STEM field. Specifically, half of their participants discussed their commitment to
overcoming the obstacles they faced, their passion for the field, and their drive to be successful.
As can be seen, the existing literature does complement the role that different factors, like
belonging and self-esteem, play in whether a student will persist in their chosen field.
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Qualitative research discussion. The qualitative analysis of the five interviews
provided a few different findings. First, the 53 category codes that were created using inductive
coding could be divided into six distinct themes. These themes clearly fall into the three spheres
of the PSC model (Gloria & Rodriguez, 2000). Furthermore, some of the representative quotes
fall under multiple themes and/or across the three different spheres (psychological, social, or
cultural). For example, P3 talks about the future and says,
it’s going to be super-duper difficult because there is not that many female surgeons or
anything let alone Latina female surgeons so I know for a fact that I’m going to feel like I
don’t belong. I’m going to feel left out because everyone is going to be male students, so
I know I’m going to feel left out and feel out of place in the future which is going to be
difficult (P3 interview).
This quote was coded as both lack of females in STEM, which falls under the peer support theme,
and also feelings of not belonging, which is under the belonging theme. This crossover between
different spheres coincides with the PSC model’s emphasis on the interdependent relationship
between the psychological concerns, social systems, and cultural factors that impact a student, as
well the environment surrounding the student (Delgado-Guerrero & Gloria, 2013).
Collection of all the codes also showed that faculty support and self-efficacy were the
two themes that were discussed the most across all of the interviews. In terms of faculty support,
there were 14 utterances related to counseling support and 12 utterances related to seeking
academic help from faculty. Participants discussed the helpful role that counselors play, as well
as their experiences seeking out faculty when they need help with their academics. The
importance of being able to do this is highlighted by Anaya and Cole (2001) who conducted a
67

study of Latinx students and found that frequent and strong quality relationships with faculty had
a positive influence on a student’s grade point average. In addition, Gloria and Rodriguez (2000)
wrote that role models “serve as primary sources of social support, they also provide help to
increase academic persistence” (p. 78). Similarly, during the interviews, students spent time
discussing their fear of failing, but also their self-motivation and confidence and how it helps
them in school. The importance of this confidence is highlighted by Carlone and Johnson (2007)
who found that a student’s confidence in their ability is correlated to their success in the major.
Within the self-esteem theme, participants also talked about instances where they felt less
than their peers. During her interview, P5 talked about feeling like the guys from her class who
sought out tutoring were just doing it to review the material, while she was going to tutoring
because she actually needed help with the subject. As can be seen, P5 feels that her male
counterparts find the subject easier than she does. This feeling is not uncommon as Sax (2008)
discussed the fact that women self-rate their academic ability in the areas of math and science
lower than men do, even when they have obtained the same academic achievements. Also, this
sentiment relates to research connected on self-efficacy. Sax, Kanny, Riggers-Piehl, Whang, and
Paulson (2015) conducted a study which found that, across five STEM subfields, women had a
lower self-conception of their abilities in math compared to men. For example, only 50.7% of
women majoring in math ranked their math ability in the top 10%, while 68.5% of men ranked
their ability in the top tier.
While the belonging theme had the lowest number of utterances, it is clear from Table 14
in Chapter Four that seeking resources was common. All the participants shared instances where
they sought out resources on campus and in total there were 16 utterances. This is in keeping
with the research that shows that women of color are proactive in terms of obtaining both
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academic and personal support (Ong, 2011). Women seek this support from faculty, peers, and
administrators both within and outside of the STEM field. Not only does this support increase
their learning in STEM, but also their resolve to graduate from the program (Ong, 2011).
A final similarity can be found in the campus/classroom climate theme. Two participants
discussed sexism that they experienced or witnessed from faculty members on campus. This in
turn led to what they described as a negative classroom environment or feeling uncomfortable in
the classroom. Unfortunately, this experience is one shared by many women in the STEM field.
According to Carlone and Johnson (2007), many female students, including Latinas, encounter
an unwelcome environment within STEM departments. This unwelcome environment can be
characterized in a variety of ways, including an unspoken culture in STEM departments that are
harder for female students to understand and forces them to constantly find new ways to
maintain membership within this culture (Ong, 2002).
While many similarities exist between the findings of this study and existing literature,
there is one difference. Both the quantitative and qualitative data places the least emphasis on
peer support in regards to persistence and a student’s experience on campus. Peer support had the
lowest correlation with the persistence score (r
s
= .38) and it also had the least category codes
within the interviews. However, the research emphasizes the important role that peers play in a
student’s experience both in and out of the classroom. In a study conducted by Benner (2011), it
was found that Latinx students with the least amount of peer support and connections were less
successful in school and struggled on big exams.
New contributions to the literature. Research currently exists on the PSC model,
especially in relation to Latinx students. However, research on Latina students in STEM is more
limited and adding the component of community college makes it even more rare. This study
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seeks to shed light on the unique experiences Latina STEM students face specifically at a
community college. By better understanding this population’s unique challenges and needs, there
is a trickle-down effect that benefits the larger community. If Latina students are better supported
at a community college and persist through the STEM program, then the numbers of Latina
STEM students transferring to a four-year institution increases. This leads to a higher number of
Latinas with bachelor’s degrees or higher and an increase of this population within the larger
STEM workforce. As a result, this study takes the first steps to understanding this population and
how best to ensure their success.
Recommendations for Practice
Based on the research findings, a few key recommendations were identified. These
recommendations can be applied not only to Paradise Community College, but also other
community colleges or even universities that are seeking to better support Latina STEM students
while they are in school. These recommendations encompass the psychological, social, and
cultural factors that participants identified as problems or points of struggles in their experience
at PCC.
One important recommendation stems from feedback from multiple students during their
interviews. These participants discussed the lack of support specifically for women in STEM and
also talked about feeling more comfortable speaking with and seeking help from female faculty
members. Based on this feedback, one recommendation would be to create a specific support
group on campus for women in STEM, with the primary focus being on women of color. While
similar organizations currently exist at universities, including Women in Science and
Engineering (WiSE), these groups are not as common at community colleges. For example, at
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the University of Southern California (USC) WiSE is an organization that began in 2000 in order
to increase the number of women in science and engineering. Currently, over 52 faculty
members work with the program and they offer a variety of services including scholarships,
workshops/events, research experience, online resources, and opportunities for women to meet
one another, connect, and share their stories (USC WiSE, 2019). Similar to USC, many other
four-year institutions offer WiSE on their campus to better support women interested in majoring
in STEM.
Similar to WiSE, Paradise Community College, as well as other community colleges,
could offer a support program or organization specifically geared towards supporting women in
STEM. Creating this program would also address some of the concerns and feedback that came
up during the student interviews. In terms of psychological factors, this program could offer peer
tutoring in order to increase self-efficacy, especially in subjects like math and science.
Furthermore, counselors and faculty could offer workshops on different topics like time
management, believing in yourself, etc. as a way to promote self-esteem and also provide
psychological support and services to these students.
In terms of social factors, this program would have a heavy peer and faculty support
component. Semi-monthly meetings within the organization would provide students with a space
to interact with their peers on a consistent basis. This would also serve as a solution to students’
needs to share their stories and experiences with a group of women who have similar
backgrounds and to seek their feedback. Furthermore, during a STEM student’s first semester at
PCC they would be paired up with a second or third year STEM student. This peer mentorship
would help first year students transition to college, provide them with a knowledgeable resource
to help them navigate the school and their introductory classes, and help them to make friends
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within the STEM program early on. Finally, female faculty, regardless of academic discipline,
could be partnered with a group of female students in order to provide faculty mentoring,
academic support, and career development. Through the interviews it was clear that, regardless
of the class subject, students felt more comfortable reaching out and connecting with female
faculty.
Creating a STEM organization specific for women also addresses many cultural factors.
As previously mentioned, this organization would increase belonging on campus by providing a
space where female STEM students can feel understood and easily connect with their peers and
faculty. The additional support offered through this program would also further help to create a
positive environment and experience for female STEM students in and out of the classroom.
While they may be surrounded by mostly male students and faculty in their STEM classes, they
would receive additional support from the organization to provide them with the tools,
techniques, and confidence to feel more comfortable in class and to speak out more. Also,
designating a specific office/lounge space for this organization would provide students with a
space where they can consistently go to seek help, ask questions, share their experiences, and
much more. This in turn would also help to further foster a sense of community and
belongingness on this campus.
Aside from creating a support organization for female STEM students, another
recommendation would be to create a program to further support and train faculty on campus.
During the interviews, while many students discussed positive interactions with faculty and staff,
two participants talked about comments made by male teachers about or to women that made
them feel uncomfortable. Creating diversity and inclusion trainings, as well as multicultural
competency trainings for faculty would benefit not just females, but all students on campus.
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Having these workshops would help to increase sensitivity among faculty to
prejudice/discrimination, as well as highlight differences based on gender, culture, disabilities,
etc. With this information, faculty can learn about new ways to make all students feel
comfortable in the classroom and better connect with them.
Another recommendation is in relation to counseling. During the interviews all five
participants discussed the positive experiences they had with counselors on campus. Based on
this feedback, counseling has played a vital role in the on-campus experience of Latina STEM
students. Currently, there are two part-time STEM counselors at PCC, but increasing the amount
of counseling offered to STEM students would ensure that more students are able to consistently
meet with a counselor and get help and guidance. In addition, due to the complicated nature of
transferring as a STEM student, meeting with a counselor consistently is even more important in
order to ensure that a student is meeting all of their requirements.
During the interviews, many of the participants discussed feeling uncomfortable or
unwelcome in STEM courses or on campus. These feelings are reminiscent of a larger problem
within STEM programs and the STEM workforce where women and underrepresented minorities
(URM) do not feel welcome. In order to increase the number of Latina’s in this field, it is
important to address these cultural issues. This means that within STEM programs, it is
important for STEM faculty to actively include female students and ensure that they always feel
comfortable in the classroom. Furthermore, as previously mentioned. Latinx students tend to
follow the idea of familismo, an idea that is deeply rooted in their culture. This term is used to
explain Latinx emphasis on supporting and being supported by family members, making family a
priority, and looking to family members to guide behavior (Gloria & Rodriguez, 2000). Since
family is so important within the Latinx community, it is important to incorporate a family,
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especially parents, component. This could be done in a variety of ways, including parent
workshops and trainings to help them understand what STEM is and how best to support their
students. This would ensure that students are not only receiving the support they need on
campus, but also at home.
Finally, while changing the culture within STEM programs on campus is important, the
culture towards women and URMs in the STEM workforce must also be addressed. During her
interview, P3 discussed her fears of feeling left out not only in her STEM major, but also in her
future career. It is important that steps are taken to ensure that the STEM workforce is inclusive
to all, including women and professionals of color. This means ensuring that organizations
understand the importance of diversity in the STEM workplace and how this diversity would
benefit their organization. From there, it is important to include diversity and sensitivity trainings
in order to create an inclusive and comfortable workplace environment for all individuals. Most
importantly, it also means having individuals in leadership positions who believe in the
importance of this diversity and actively advocate for it. These leaders will hopefully model
appropriate behavior for others within the workplace to follow.
Future Research
While the findings of this study are somewhat limited due to the low number of female
students who have declared STEM majors at PCC, the results not only lead to useful insights into
practical recommendations, but also future research. To further expand on this study, data could
be collected across multiple community colleges in order to compare support services and
programs across different schools. This would also create a larger population size to pull from,
leading to more survey responses and interviews. Additionally, a longitudinal study following a
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group of Latina STEM students from their first semester of community college to their last
would provide further insight into how to support them specifically based on where they are at in
school and what is lacking during specific phases of their community college experience.
It is also important to note that many different factors fall into the PSC model. While this
study examined self-esteem, self-efficacy, peer and faculty support, belonging, and campus
climate, there are many other factors that should also be taken into account. Future research can
expand on the factors already stated, as well as examine familial support, motivation, hope, and a
variety of other factors that are related to this model. Researching these additional factors will
provide a more comprehensive overview of how different elements are connected to one another
and influence a student’s academic experience. It will also provide more context and support for
specific factors that impact persistence among Latina STEM students the most.
Finally, this study examined the experience of Latina STEM students on campus.
However, further research should be done on women in STEM of different racial/ethnic
backgrounds enrolled at a community college. Expanding this study to include all
races/ethnicities would provide a better understanding of how their experience may be the same
or different from Latina students. It would also afford insight into whether race/ethnicity plays a
role in a female student’s experience on campus or within STEM. As mentioned in Chapter One,
while women account for half of the population, less than 20% of women obtain a bachelor's
degree in engineering, computer science, or physics (NSF, 2017). Understanding why this
percentage is so low regardless of race/ethnicity is key to diversifying the STEM field and
ensuring the success of all women in this industry.

75

Conclusion
Although women account for half of the population, less than 20% of women obtain a
bachelor's degree in engineering, computer science, or physics (NSF, 2017). Furthermore, among
Latina students, less than 2% obtain a bachelor's degree in computer science, about 3% in
mathematics, 2% in engineering, and less than 6% in biological sciences. These low percentages
are also found in the STEM workforce where White men make up almost 50% of professionals
working in science and engineering occupations (NSF, 2017). Women, on the other hand, only
hold 28% of S&E occupations. When breaking down this percentage it can be seen that Latina’s
are the second lowest ethnicity represented in S&E occupations with 1.8% (NSF, 2017).
The two-part purpose of this mixed methods study was to (a) understand the factors that
influence persistence among Latina STEM students and (b) examine the PSC factors that
promote or impede success within this population. This study utilized the Psychosociocultural
(PSC) model created by Gloria and Rodriguez (2000) as the theoretical framework based on the
fact that this model was specifically created to examine the experience of Latinx students and
help increase persistence among this population. The study began with the collection of 31
anonymous survey responses using Qualtrics. Following this, qualitative data was collected
through semi-structured interviews with five students who also completed the survey.
Two research questions provided guidance for this study:
RQ1. What psychosociocultural factors influence Latinas’ STEM major decision-making
process?
RQ2. What psychosociocultural factors at the community college level facilitate or
impede the academic success of Latina STEM students?
76

Quantitative techniques were used to answer the first research question, which found that the
Cronbach alpha reliability coefficients ranged in size from α = .73 to α = .93 with the median
sized coefficient being α = .83. These numbers suggest that all reliability coefficients had
acceptable levels of internal reliability (Creswell, 2014). Moreover, results showed that all the
correlations were in the positive direction and significant at least at the p <.05 level. The
strongest correlations with the persistence score were for the: (a) self-esteem score (r
s
= .80, p
<.001); (b) campus climate score (r
s
= .73, p <.001); and (c) belonging score (r
s
= .82, p <.001).
Finally, utilizing the demographic questions in the survey, correlations were found between
certain demographic factors and persistence. Specifically, higher persistence scores were found
among those respondents who: (a) were younger (r
s
= -.30, p <.10); (b) had graduated from high
school more recently (r
s
= -.33, p <.10); (c) had fathers with lower levels of education (r
s
= -.33,
p <.10).
Qualitative techniques were used to answer the second research question. This data
showed that faculty support and self-efficacy were the two most common themes discussed
throughout the five interviews. Additionally, participants discussed their issues with time
management and their fear of failing. While students sometimes had negative experiences,
including dealing with sexism, they also spent a significant amount of time discussing how they
are proud of the obstacles they have overcome and believe in the importance of perseverance.
Finally, participants discussed the lack of female students in their STEM courses and the need
for more support for both STEM students and women in general.
Two main implications can be drawn from these results. As the quantitative results
suggest, all six themes play a positive and significant role in persistence. Combined with the
interview results showing a need for more support for women, it is important to create a strong
77

community on campus for women in STEM. This can be done by creating an organization
specifically for this population that provides peer and female faculty mentoring, tutoring to
increase self-efficacy, and a safe space for women to come and share their stories and connect
with their peers. Second, it is important to create and implement diversity and inclusion
trainings, as well as multicultural competency trainings for all faculty. This would serve to
ensure that faculty become more sensitive to prejudice, as well as differences based on gender,
culture, and socioeconomic background. Ideally, this would lead to a more positive classroom
environment for all students, including women, and also decrease issues like sexism in the
classroom.
Since evidence from this study supports the important role that psychological, social,
and cultural factors play in the persistence of Latina community college students majoring in
STEM, a few recommendations for future research were also provided. First, it would prove
helpful to collect data across multiple community colleges. Not only would this increase the
population to draw from, but would also allow researchers to compare different practices and
programs across multiples campuses to see what is most effective. Second, a longitudinal study
could be conducted following students from their first semester at a community college to their
last in order to see how their experiences change across different semesters and to see if the type
of support they need varies depending on where they are at in their educational journey. Finally,
due to time constraints, only six specific themes were examined within the PSC model. Future
research can focus on other PSC themes or factors in order to complement the ones that are
discussed in this study.

78

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Appendix A: Research Study Interview Information Sheet

University of Southern California
Rossier School of Education
Waite Phillips Hall
Los Angeles, CA 90089-4036
INFORMED CONSENT FOR NON-MEDICAL RESEARCH

CONSENT TO PARTICIPATE IN RESEARCH
My name is Vivika Demel and I am a current Ed.D Candidate at the University of Southern
California (USC). For my dissertation, I am looking to better understand the different
psychological, social, and cultural factors that contribute to success among Latina STEM
students currently enrolled at the college. The information you provide is extremely important in
helping students like yourself achieve educational goals. I thank you in advance for sharing your
perceptions and valuable input. The results of this study will be contributed to a dissertation. You
were selected as a possible participant in this study because you are a community college student
at an urban community college. You must be at least 18 years of age to participate. Your
participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether or not to participate.
PURPOSE OF THE STUDY
The purpose of this study is to better understand different factors that influence Latina STEM
success. This will be accomplished by assessing students’ perceptions of the college environment,
goals, and academic ability.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 15 minute online
survey and participate in a 60 minute audio-taped interview. You do not have to answer any
questions you don’t want to; if you don’t want to be taped, you cannot participate in this study.
PROCEDURES
If you volunteer to participate in this study, we would ask you to do the following
things:
• You will be asked to complete an online survey, which asks questions about your
perceptions of the college environment, goals, and academic ability. This survey will take
approximately 15 minutes to complete. For example, you will be asked to rate specific
statements using variations of the following scale “Strongly disagree,” Somewhat,” and
87

“Strongly agree.” Your responses will be held in the strictest professional confidence and
will remain anonymous.
• You will also be participating in in person interview that will last approximately one
hour. This interview will further seek to understand your experiences on campus,
interaction with faculty and peers, and your academic ability. The interview will be audio
recorded only and participants will remain anonymous.

POTENTIAL RISKS AND DISCOMFORTS

This study does not pose any identifiable risks beyond minor discomfort. You may be
uncomfortable due to questions regarding your experiences on campus and within the classroom.
If you feel discomfort you may stop and withdraw from the study at any time.
Confidentiality will be protected at all times during data collection, analysis, and
presentation of the written research report.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
There will be no direct benefit to you for participating in this study. However, the
information from this study may be used to help inform decisions and improve the
college environment.

PAYMENT/COMPENSATION FOR PARTICIPATION
All students who participate in the in person interview will receive a $25 gift card to either
Starbucks, Amazon, or Apple.

CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be identified
with you will remain confidential and will be disclosed only with your permission or as
required by law.
Any personal information and data collected for the study will be coded to ensure
privacy. Only members of the research team will have access to the data associated
with this study. The data will be stored in the co-investigator’s office in a locked file
cabinet/password protected computer. College faculty will not have access
to the information you provide on this survey or during the interview and your answers will not
influence your college grades. Responses will be held in the strictest professional confidence and
will only be viewed by the principal investigator.
When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this study,
you may withdraw at any time without consequences of any kind. You may also refuse
to answer any questions you don’t want to answer and still remain in the study. The
investigator may withdraw you from this research if circumstances arise which warrant
doing so.
ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate.
88

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
research subject, contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA
90089-1695, (213) 821-5272 or upirb@usc.edu.

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact the Principal
Investigator, Vivika Demel via e-mail at demel@usc.edu.

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

SIGNATURE OF RESEARCH SUBJECT
I have read (or someone has read to me) the information provided above. I have been
given a chance to ask questions. My questions have been answered to my satisfaction,
and I agree to participate in this study. I have been given a copy of this form.

□ I agree to participate in the survey and in person interview
□ I do not agree to participate in the survey and in person interview

Name of Subject ______________________________

Signature of Subject Date _______________

SIGNATURE OF INVESTIGATOR
I have explained the research to the subject and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.

Name of Investigator _______________________________

Signature of Investigator Date (must be the same as subject’s) ___________________

89

Appendix B: Research Study Survey Information Sheet
Greetings PCC STEM Student,
My name is Vivika Demel and I am a Ed.D Candidate in the Educational Leadership program at
the University of Southern California. As part of my dissertation study, I am examining the
college experiences and career decision-making process of Latina STEM students.
My aim in conducting this study is to help inform institutional policies and programs on how to
best support Latina students in achieving their career and educational goals.
I would like to invite you to participate in this effort by completing a 15-minute online survey.
Please click here to begin:
https://qtrial2010.qualtrics.com/jfe/form/SV_816GcyooMzLDWeh
Below I have outlined details regarding what your participation in the study would entail if you
chose to participate. I hope that you will consider participating in the study and thereby assisting
me in advancing programs and policies to better serve Latina community college students.
PURPOSE OF THE STUDY
The purpose of this study is to better understand different factors that influence Latina STEM
success. This will be accomplished by assessing students’ perceptions of the college environment,
goals, and academic ability.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 15 minute online
survey. You do not have to answer any questions you don’t want to.
PROCEDURE
• Your participation in the study consists of completing one 15 minute online survey
regarding your college experience and career plans. Your participation is voluntary.
• You may decline to participate or withdraw your participation at any point.
• If you chose to participate, I ask that you please respond to all questions with honesty.
• All surveys are completely anonymous.
• Genuine responses are essential in order to adequately represent the experiences of Latina
students on your campus.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
There will be no direct benefit to you for participating in this study. However, the
information from this study may be used to help inform decisions and improve the
college environment.

PAYMENT/COMPENSATION FOR PARTICIPATION
All students who participate in the online survey will be entered into a raffle to receive a $25 gift
card to either Starbucks, Amazon, or Apple.
90

CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be identified
with you will remain confidential and will be disclosed only with your permission or as required
by law. Any personal information and data collected for the study will be coded to ensure
privacy. Only members of the research team will have access to the data associated with this
study. The data will be stored in the co-investigator’s office in a locked file cabinet/password
protected computer. College faculty will not have access to the information you provide on this
survey or during the interview and your answers will not influence your college grades.
Responses will be held in the strictest professional confidence and will only be viewed by the
principal investigator. When the results of the research are published or discussed in conferences,
no information will be included that would reveal your identity.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this study,
you may withdraw at any time without consequences of any kind. You may also refuse
to answer any questions you don’t want to answer and still remain in the study. The
investigator may withdraw you from this research if circumstances arise which warrant
doing so.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
research subject, contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA
90089-1695, (213) 821-5272 or upirb@usc.edu.

INVESTIGATORS CONTACT INFORMATION
If you have questions at any time about the study or the procedures, you may contact the
principle investigator, Vivika Demel, through e-mail at demel@usc.edu.

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

Thank you in advance for your participation and support in this research project!

Sincerely,

Vivika Demel
Ed.D Candidate
91

Appendix C: Interview Protocol
1. When did you first decide to attend college? Why?
2. What was your highest level of math and science in high school?
3. How well did you do in your math and science classes in high school?
4. What is your current educational goal? (associates degree, transfer, etc.)
5. What was your major when you first started at this school?
6. Has your major changed since then? If so, what is it now?
7. What are some personal traits that will help you reach this goal?
8. What is a characteristic that you like most about yourself?
9. During your first year in school, what aspects of college life did you find difficult?
10. Did you ever feel like you had to adopt new values in order to fit in at school? What kinds of
values did you adopt?
11. Since you started college, what individuals have contributed positively to your education?
12. What role do your classmates play in your education?
13. Do you have a close set of friends on campus? Are any of these friends also majoring in
STEM?
14. When you need assistance with a class, what type of support do you seek?
15. Are there any faculty member you specifically seek out for help or advice? If yes, what kind
of help or advice?
92

16. Do you meet with any of your faculty members during their office hours?
17. Have any of your professors helped you find a job or internship either on or off campus?
18. What support programs are you part of on campus?
19. What campus resources have positively contributed to your education?
20. What type of extra activities are you involved with?
21. What role does your involvement in these activities play in your education?
22. Are there any activities you would like to join that you think could help you with your
education?
23. Do you currently have a job on or off campus? If yes, how many hours a week do you work?
24. Has your job or other activities ever gotten in the way of your school work? How?
25. While in college what type of obstacles have you overcome?
26. How would you describe the overall campus climate here?
27. How would you describe the classroom environment in your math and science classes?
28. Can you describe what it is like to be a Latina student in STEM?
29. Is there anything else you would like to tell me?

93

Appendix D: Survey Questions
Q1 Please select your gender:
o Male (1)
o Female (2)
o Other: (3) ________________________________________________

Q2 How old are you?
o Under 18 (1)
o 18 - 24 (2)
o 25 - 34 (3)
o 35-44 (4)
o 45 or over (5)

Q3 In what year did you graduate from high school?
o 2018 (1)
o 2017 (2)
o 2016 (3)
o 2015 (4)
o 2014 or earlier (5)
o Did not graduate but passed GED Test (6)
o Never completed high school (7)

94

Q4 What is your current major at the school or the major you plan to transfer as?
________________________________________________________________

Q5 Are you part of any of the below support programs on campus? (Please select all that apply)
▢ College Advantage (1)
▢ Puente (2)
▢ Honors Transfer Program (3)
▢ Umoja (4)
▢ Veterans (5)
▢ Disability Services (6)
▢ APASS (7)
▢ STEM (8)
▢ Other (9) ________________________________________________

Q6 About how many units have you completed?
________________________________________________________________

Q7 Do you identify as Latino/a?
o Yes (1)
o No (2)

Skip To: Q9 If Do you identify as Latino/a? = No
95

Q8 What is your racial/ethnic background? (Select all that apply)
▢ Mexican (1)
▢ Cuban (2)
▢ Puerto Rican (3)
▢ South American (4)
▢ Central American (5)
▢ Spanish (6)
▢ Other (7) ________________________________________________

Q9 Do you receive any financial aid to help with classes, books, living expenses, etc.?
o Yes (1)
o No (2)

Q10 What is the highest level of formal education obtained by your father?
o Middle School or Less (1)
o Some High School (2)
o High School Graduate (3)
o Some College (4)
o College Degree (5)
o Some Graduate School (6)
o Graduate School Degree (7)
o Don't Know (8)

96

Q11 What is the highest level of formal education obtained by your mother?
o Middle School or Less (1)
o Some High School (2)
o High School Graduate (3)
o Some College (4)
o College Degree (5)
o Some Graduate School (6)
o Graduate School Degree (7)
o Don't Know (8)

Q12 What is your educational goal?
o Complete an associate's degree and transfer (1)
o Transfer without an associate's degree (2)
o Obtain an associate's degree (3)
o Obtain a certificate (4)
o Take classes for professional development (5)

End of Block: Demographic Questions

Start of Block: The collective self-esteem scale

Block 1: We are all member of different social groups or social categories. Some of these social
groups or categories pertain to gender, race, religion, nationality, ethnicity, school, and
socioeconomic class. We would like you to consider your membership to the college you
currently attend, and respond to the following statements on the basis of how you feel about your
membership to that school. There are no right or wrong answers to any of these statements; we
are interested in your honest reactions and opinions. Please read each statement carefully, and
respond by using the following scale:
97

Strongly
Disagree
(1)
Disagree
(2)
Disagree
somewhat
(3)
Neutral
(4)
Agree
somewhat
(5)
Agree
(6)
Strongly
agree (7)
I am a
worthy
member of
the school I
belong to.
(1)
o o o o o o o
I often
regret that I
belong to
the school
that I do.
(2)
o o o o o o o
Overall, my
school is
considered
to be good
by others.
(3)
o o o o o o o
Overall, my
school has
very little to
do with
how I feel
about
myself. (4)
o o o o o o o
I feel I don't
have much
to offer my
school. (5)
o o o o o o o
In general,
I'm glad to
be a
member of
my school.
(6)
o o o o o o o
Most
people
consider
my school,
o o o o o o o
98

on average,
to be more
ineffective
than other
schools. (7)
The school
I belong to
is an
important
reflection
of who I
am. (8)
o o o o o o o
I am a
cooperative
participant
at my
school. (9)
o o o o o o o
Overall, I
often feel
that my
school is
not
worthwhile.
(10)
o o o o o o o
In general,
others
respect my
school. (11)
o o o o o o o
My school
is
unimportant
to my sense
of what
kind of
person I
am. (12)
o o o o o o o
I often feel
I'm a
useless
member of
my school.
(13)
o o o o o o o
99

I feel good
about the
school I
attend. (14)
o o o o o o o
In general,
others think
my school
is
unworthy.
(15)
o o o o o o o
In general,
belonging
to my
school is an
important
part of my
self-image.
(16)
o o o o o o o

End of Block: The collective self-esteem scale

Start of Block: College Self-Efficacy Inventory (CSEI)
Block 2: The following items concern your confidence in various aspects of college. Using the
scale below, please indicate how confident you are as student that you could successfully
complete the following tasks. Levels of confidence vary from person to person, and there are no
right or wrong answers; just answer honestly.
100

Not
at
all

Confident

(1)

Unconfident

(2)

Somewhat

Unconfident

(3)

Neutral

(4)

Somewhat

Confident

(5)

Confident

(6)

Extremely

Confident
(7)

Make
new

friends
at

college.
(1)

o
o
o
o
o
o
o

Talk
to
school

staff.
(2)

o
o
o
o
o
o
o

Ask
questions

in
class.
(3)

o
o
o
o
o
o
o

Manage
time

effectively
(4)

o
o
o
o
o
o
o

Participate
in

class

discussions.

(5)

o
o
o
o
o
o
o

Research
a

term
paper.

(6)

o
o
o
o
o
o
o

Do
well
on

your
exams.

(7)

o
o
o
o
o
o
o

Join
a
student

organization.

(8)

o
o
o
o
o
o
o

Talk
to
your

professors.

(9)

o
o
o
o
o
o
o

Ask
a

professor
a

question.
(10)

o
o
o
o
o
o
o

Take
good

class
notes.

(11)

o
o
o
o
o
o
o

Understand

your

textbooks.

(12)

o
o
o
o
o
o
o

101

Keep
up
to

date
with

your

schoolwork.

(13)

o
o
o
o
o
o
o

Write
papers

for
class.
(14)

o
o
o
o
o
o
o

End
of
Block:
College
Self-‐Efficacy
Inventory
(CSEI)

Start
of
Block:
Perceived
social
support
inventories–Friends.

Block 3: The statements which follow refer to feelings and experiences which occur to most
people at one time or another in their relationships with classmates/peers. For each statement
there are four possible answers. Please select the answer you choose for each item.

102

Strongly
Disagree (1)
Disagree (2) Agree (3)
Strongly Agree
(4)
My
classmates/peers
give me the
moral support I
need. (1)
o o o o
Most other
people are closer
to their
classmates/peers
than I am. (2)
o o o o
My
classmates/peers
enjoy hearing
about what I
think. (3)
o o o o
Certain
classmates/peers
come to me
when they have
problems or need
advice. (4)
o o o o
I rely on my
classmates/peers
for emotional
support. (5)
o o o o
If I felt that one
of my
classmates/peers
were upset with
me, I'd keep it to
myself. (6)
o o o o
I feel that I am
on the fringe
among my
classmates/peers.
(7)
o o o o
There is a
classmate/peer
that I can go to if
o o o o
103

I were just
feeling down,
without feeling
funny about it
later. (8)
My
classmates/peers
are very open
about what we
think about
things. (9)
o o o o
My
classmates/peers
are sensitive to
my personal
needs. (10)
o o o o
My
classmates/peers
come to me for
emotional
support. (11)
o o o o
My
classmates/peers
are good at
helping me solve
problems. (12)
o o o o
I have a deep
sharing
relationship with
a number of
classmates/peers.
(13)
o o o o
My
classmates/peers
get good ideas
about how to do
thing or make
things from me.
(14)
o o o o
When I confide
in my
classmates/peers,
o o o o
104

it makes me feel
uncomfortable.
(15)
My
classmates/peers
seek out my
companionship.
(16)
o o o o
My
classmates/peers
think that I'm
good at helping
them solve
problems. (17)
o o o o
I've recently
gotten a good
idea about how
to do something
from a
classmate/peer.
(18)
o o o o
I wish my
classmates/peers
were much
different. (19)
o o o o

End of Block: Perceived social support inventories–Friends.

105

Start of Block: Perceived Cohesion Scale (PSC)
Block 4: The following items concern your sense of belonging to school your currently attend.
Using the scale below, please indicate your level of agreement with each statement. Levels of
agreement vary from person to person, and there are no right or wrong answers; just answer
honestly.

Strongly
Disagree
(1)
Disagree
(2)
Somewhat
Disagree
(3)
Neither
agree nor
disagree
(4)
Neutral
(5)
Agree
(6)
Strongly
Agree (7)
I feel a
sense of
belonging
to my
school. (1)
o o o o o o o
I feel that I
am a
member of
the school.
(2)
o o o o o o o
I see
myself as
part of the
school
community.
(3)
o o o o o o o
I am
enthusiastic
about my
school. (4)
o o o o o o o
I am happy
to be at my
school. (5)
o o o o o o o
This school
is one of
the best
schools in
the nation.
(6)
o o o o o o o

106

End of Block: Perceived Cohesion Scale (PSC)

Start of Block: The Campus Attitudes and Climate Scale (CACS)

Block 5: The statements which follow refer to feelings and experiences which may have
occurred while you were on campus. For each statement there are five possible answers. Please
select the answer you choose for each item.
107

Strongly
Disagree (1)
Somewhat
Disagree (2)
Neither agree
nor disagree
(3)
Somewhat
Agree (4)
Strongly
Agree (5)
There is
racial conflict
on campus
(1)
o o o o o
There is
racial/ethnic
separation on
campus. (2)
o o o o o
I have been
exposed to a
racist
atmosphere in
the
classroom.
(3)
o o o o o
I have been
exposed to a
racist
atmosphere
outside the
classroom.
(4)
o o o o o
I am
comfortable
going to see a
faculty
member of
my own
race/ethnicity.
(5)
o o o o o
I am
comfortable
speaking with
others about
my
racial/ethnic
background.
(6)
o o o o o
108

Faculty
respect
students of
different
racial and
ethnic groups.
(7)
o o o o o
Students
respect other
students of
different
racial and
ethnic groups.
(8)
o o o o o
I often have
difficulty
getting help
or support
from faculty.
(9)
o o o o o
I often have
difficulty
getting help
or support
from
students. (10)
o o o o o
This school
provides an
environment
for the free
and open
expression of
ideas,
opinions, and
beliefs. (11)
o o o o o
I feel as
though I
belong in the
school
community
(12)
o o o o o

109

End of Block: The Campus Attitudes and Climate Scale (CACS)

Start of Block: The Persistence/Voluntary Dropout Decision Scale (P/VDDS)

Block 6: The following items concern your interactions with classmates and teachers, as well
as experiences on campus and academic goals. Using the scale below, please indicate your level
of agreement with each statement. Levels of agreement vary from person to person, and there are
no right or wrong answers; just answer honestly.
110

Strongly

Disagree
(1)

Somewhat

Disagree
(2)

Neither
agree

nor
disagree
(3)

Somewhat

Agree
(4)

Strongly
Agree

(5)

Since
coming
to

this
school
I

have
developed

a
close
personal

relationship

with
other

students
(1)

o
o
o
o
o

The
student

friendships
I

have
developed

at
this
school

have
been

personally

satisfying.
(2)

o
o
o
o
o

My

interpersonal

relationships

with
other

students
have

had
a
positive

influence
on
my

personal

growth,

attitudes,
and

values.
(3)

o
o
o
o
o

My

interpersonal

relationships

with
other

students
have

had
a
positive

influence
my

intellectual

growth
and

interest
in
ideas.

(4)

o
o
o
o
o

It
has
been

difficult
for
me

to
meet
and

make
friends

with
other

students.
(5)

o
o
o
o
o

Few
of
the

students
I
know

would
be
willing

to
listen
to
me

o
o
o
o
o

111

and
help
me
if
I

had
a
personal

problem.
(6)

Most
students

at
the
school

have
value
and

attitudes

different
from

my
own.
(7)

o
o
o
o
o

My
non-‐
classroom

interactions

with
faculty

have
had
a

positive

influence
on
my

personal

growth,
values,

and
attitudes.

(8)

o
o
o
o
o

My
non-‐
classroom

interactions

with
faculty

have
had
a

positive

influence
on
my

intellectual

growth
and

interest
in
ideas.

(9)

o
o
o
o
o

My
non-‐
classroom

interactions

with
faculty

have
had
a

positive

influence
on
my

career
goals
and

aspirations.
(10)

o
o
o
o
o

Since
coming
to

this
school,
I

have
developed

a
close,
personal

relationship

with
at
least
one

faculty
member.

(11)

o
o
o
o
o

112

I
am
satisfied

with
the

opportunity
to

meet
and

interact
with

faculty

members
(12)

o
o
o
o
o

Few
of
the

faculty

members
I
have

had
contact

with
are

generally

interested
in

students.
(13)

o
o
o
o
o

Few
of
the

faculty

members
I
have

had
contact

with
are

generally

outstanding
or

superior

teachers.
(14)

o
o
o
o
o

Few
of
the

faculty

members
I
have

had
contact

with
are
willing

to
spend
time

outside
of
the

class
to
discuss

issues
of

interest
and

importance
to

students.
(15)

o
o
o
o
o

Most
of
the

faculty
I
have

had
contact

with
are

interested
in

helping
students

grow
in
more

than
just

academic
areas

(16)

o
o
o
o
o

113

Most
of
the

faculty
I
have

had
contact

with
are

genuinely

interested
in

teaching.
(17)

o
o
o
o
o

I
am
satisfied

with
the
extent

of
my

intellectual

development

since
enrolling

in
this
school.

(18)

o
o
o
o
o

My
academic

experience
has

had
a
positive

influence
on
my

intellectual

growth
and

interest
in
ideas.

(19)

o
o
o
o
o

I
am
satisfied

with
my

academic

experience
at

this
school.
(20)

o
o
o
o
o

Few
of
my

courses
this
year

have
been

intellectually

stimulating.
(21)

o
o
o
o
o

My
interest
in

ideas
and

intellectual

matters
has

increased
since

coming
to
this

school.
(22)

o
o
o
o
o

I
am
more
likely

to
attend
a

cultural
event

(for
example,
a

concert,
lecture,

or
art
show)

now
than
I
was

before
coming

o
o
o
o
o

114

to
this
school.

(23)

I
have

performed

academically
as

well
as
I

anticipated
I

would.
(24)

o
o
o
o
o

It
is
important

for
me
to

graduate
from

college.
(25)

o
o
o
o
o

I
am
confident
I

made
the
right

decision
in

choosing
to

attend
this

school.
(26)

o
o
o
o
o

It
is
likely
that
I

will
register
at

this
school
next

semester.
(27)

o
o
o
o
o

It
is
not

important
to
me

to
graduate
or

transfer
from

this
school.
(28)

o
o
o
o
o

Getting
good

grades
is
not

important
to

me.
(29)

o
o
o
o
o

End
of
Block:
The
Persistence/Voluntary
Dropout
Decision
Scale
(P/VDDS)

Abstract (if available)

Abstract While women in the United States make up about 50% of the population, less than 20% of women obtain a bachelor's degree in engineering, computer science, or physics (NSF, 2017). It is also important to note that the percentages among Latina students is significantly lower. Among Latina students, less than 2% obtain a bachelor's degree in computer science, about 3% in mathematics, 2% in engineering, and less than 6% in biological sciences. Given these low percentages, research is needed to better understand what prevents women, especially Latina’s, from pursuing a STEM major. The two-part purpose of this mixed-methods study was to (a) understand the factors that influence persistence among Latina STEM students and (b) examine the Psychosociocultural (PSC) factors that promote or impede success within this population. Following the collection of quantitative data using an online anonymous survey, qualitative data was collected through semi-structured interviews with five students. Analysis of the 31 survey responses using Spearman correlations showed that all correlations to be in the positive direction and significant at least at the p <.05 level. In addition, the strongest correlations with the persistence score were for: (a) belonging score (rₛ = .82, p <.001)

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Asset Metadata

Creator Demel, Vivika (author)

Core Title Navigating success: what factors influence success among Latina STEM community college students?

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/29/2019

Defense Date 03/23/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,Higher education,Latina college students,OAI-PMH Harvest,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Freking, Frederick (committee chair), Banuelos, Sheila (committee member), Maddox, Anthony (committee member)

Creator Email demel@usc.edu,vivika.demel@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-159698

Unique identifier UC11660424

Identifier etd-DemelVivik-7346.pdf (filename),usctheses-c89-159698 (legacy record id)

Legacy Identifier etd-DemelVivik-7346.pdf

Dmrecord 159698

Document Type Dissertation

Format application/pdf (imt)

Rights Demel, Vivika

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA