Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools

Stephanie Moller, Neena Banerjee, Martha Cecilia Bottia, Elizabeth Stearns, Roslyn Arlin Mickelson, Melissa Dancy, Eric Wright, Lauren Valentino

    Research output: Contribution to journalArticle

    6 Scopus citations

    Abstract

    We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews clarify how Latino/a students’ perceptions of precollege educational environments shape their decisions to major in STEM.

    Original languageEnglish (US)
    Pages (from-to)3-33
    Number of pages31
    JournalJournal of Hispanic Higher Education
    Volume14
    Issue number1
    DOIs
    StatePublished - Jan 3 2015

    Keywords

    • Latino
    • STEM
    • higher education
    • qualitative
    • quantitative

    ASJC Scopus subject areas

    • Education

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  • Cite this

    Moller, S., Banerjee, N., Bottia, M. C., Stearns, E., Mickelson, R. A., Dancy, M., Wright, E., & Valentino, L. (2015). Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools. Journal of Hispanic Higher Education, 14(1), 3-33. https://doi.org/10.1177/1538192714540533