Abstract
Abstract Latina students’ challenges as a minoritized group in Science, Engineering, Technology, and Mathematics (STEM) programs call for a deeper understanding of their social and academic identities, which are crucial aspects in successfully navigating rigorous STEM programs. Through a qualitative approach, seven Latina college students were interviewed at a Hispanic-Serving Institution (HSI) during COVID-19, to gain insight into their experiences as they develop their social and academic identities. The findings of the study revealed three key factors influencing Latinas’ social and science identity formation: 1) culture and gender experiences prior to and during the pandemic; 2) the ongoing search for a science identity through female role models despite the inadequate representation of Latina STEM faculty; and 3) the participants’ self-advocacy to achieve academic success. Lastly, the continued challenges the students experienced related to the global pandemic, rigorous STEM academic programs, and the need for a coherent science identity were explored.
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