Latinx English language learners in science, technology, engineering and match high school pathways

Abstract

Despite monumental investment and effort to increase Latinx access to Science, Technology, Engineering and Math (STEM) training and careers, Latinx representation in STEM careers has not significantly increased. In fact, the STEM sector has many openings, not applicants. How do Latinx students and their families perceive STEM fields, training, and high school pathway? Do English Language Learners (ELLs) experience STEM education and access differently? This research study investigated the overarching question of What are the experiences of high school Latinx English Language Learners who have participated in the STEM Pathway? Three participants share detailed experiences and perspectives which serve as the centerpieces of an Interpretative Phenomenological Analysis (IPA) analysis. Their stories clarify how cultural expectations, professional goals, English mastery, and family members' experiences shaped and continue to inform their choices and career development. Findings from the study fell into the categories of: Understanding of and Decision to Utilize STEM Pathways, Cultural Expectations of Excellence as Communicated Through Family Members, Aspirations to Future Security and Status through STEM success, and Identification of English Competence as Crucial to STEM Access. The participants are ruggedly individualistic, highly motivated, and able to pursue the paths they chose because of having maximized their English fluency before the end of fifth grade, leaving them well equipped to pursue STEM training at an area magnet school. Success for Latinx ELLs depends on language assimilation during elementary school, which may be maximized through multi-modal reinforcement. --Author's abstract