Latina English Learners’ persistence in STEM undergraduate programs: framed within the Community Cultural Wealth Model

This study seeks to understand the challenges Latina English Learner (EL) students encounter in STEM and investigate how Latina ELs persist in these academic domains. Using an interpretive phenomenological design, we interviewed 15 Latina ELs to explore the strategies Latina ELs employ to persist through undergraduate STEM programs. We also seek to understand the cultural wealth that Latina EL students draw upon to persist in STEM programs. Major themes highlight Latina EL students using strong generational links that facilitate resiliency, taking advantage of bilingualism, having a clear career vision, prioritizing their mental and emotional health, forming strong social connections, and combatting discrimination and microaggressions. The study makes important recommendations to guide higher education institutions and STEM departments to promote diversity and inclusivity within their domains.