Abstract
ABSTRACT This phenomenological research study explored how Latina college students developed their STEM identities, particularly focusing on the influence of familismo within the STEM identity development process. The study found that (1) interdependence and attachment from family members supported the STEM journey; (2) family members both in and outside of STEM influenced identity development; and (3) complications emerged from STEM identity, family, and the good daughter persona. Findings encourage institutions to utilize elements of familismo to engage families in the STEM experiences and identity development of Latina students.
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