Without My Family, I Don’t Know If I Would Be Here: The Role of Families in Supporting Latinx Computer Science Students at HSIs

Author:

Rivera Jessica1ORCID,Núñez Anne-Marie2ORCID,Covarrubias Igdalia3

Affiliation:

1. Department of Educational Leadership and Policy Studies, The University of Texas at San Antonio, San Antonio, TX 78249, USA

2. Diana Natalicio Institute for Hispanic Student Success, The University of Texas at El Paso, El Paso, TX 79968, USA

3. Department of Higher Education and Student Affairs, The Ohio State University, Columbus, OH 43210, USA

Abstract

The underrepresentation of diverse communities in STEM disciplines, particularly in computer science, remains a significant challenge. This study investigates the experiences of Latinx students at Hispanic-Serving Institutions (HSIs) within computer science departments that are actively working to increase Latinx graduation rates. Utilizing data from ethnographic case studies, we conduct a thematic analysis through the lenses of Yosso’s community cultural wealth model and Rendón’s validation model to examine the pivotal role families play in fostering the success of Latinx students in computer science at HSIs. Our findings reveal that families provide essential encouragement, serve as a source of motivation to combat isolation, and celebrate students’ achievements in their pursuit of computer science careers. Recognizing the critical contributions of familial support is essential for enhancing the success of Latinx students in one of the most underrepresented fields within STEM. These insights are crucial for developing strategies that can effectively promote diversity and inclusion in computer science.

Funder

National Science Foundation

Eddie Bernice Johnson INCLUDES National Network Alliance

Publisher

MDPI AG

Reference49 articles.

1. Mack, K.M., Winter, K., and Soto, M. (2019). Culturally Responsive Strategies for Reforming STEM Higher Education, Emerald Publishing Limited.

2. U.S. Department of Education, and National Center for Science and Engineering Statistics (2024, March 10). Women, Minorities, and Persons with Disabilities in Science and Engineering. Special Report NSF 21-321. National Science Foundation, Available online: https://ncses.nsf.gov/pubs/nsf21321/report/field-of-degree-minorities.

3. Fry, R., Kennedy, B., and Funk, C. (2021). STEM jobs see uneven progress in increasing gender, racial and ethnic diversity. Pew. Res. Cent., 1. Available online: https://www.pewresearch.org/social-trends/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/.

4. U.S. Government Accountability Office (2016). K-12 Education: Better Use of Information Could Help Agencies Identify Disparities and Address Racial Discrimination.

5. Crisp, G., and Nora, A. (2024, May 10). Overview of Hispanics in Science, Mathematics, Engineering and Technology (STEM): K-16 Representation, Preparation and Participation [White Paper]. Available online: http://www.hacu.net/images/hacu/OPAI/H3ERC/2012_papers/Crisp%20nora%20-%20hispanics%20in%20stem%20-%20updated%202012.pdf.

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