Abstract
This study draws on the framework of cultural wealth to interpret ways in which Latinx science, technology, engineering, and mathematics (STEM) preservice teachers who participated in a National Science Foundation–funded Robert Noyce Teacher Scholarship represent their motivation to become STEM teachers. Our analysis of in-depth interviews and one focus group with Noyce scholars revealed five sources of cultural capital: familial, aspirational, social, linguistic, and navigational in their motivation as well as an emergent-resistant capital as future STEM teachers.
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