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Description
This phenomenological research study was designed to examine the experiences and perceptions of Latino men who initially attended a community college and graduated from a four-year university with a STEM degree in Southern California. The following research questions guided the study: How do Latino males perceive their STEM educational journeys? What factors contribute to the success of Latino males in STEM and what barriers hinder their success? In an effort to frame this study, critical race and self-determination theories are discussed. Twelve research participants were interviewed. In order to triangulate the data, student profile forms and document review were included. Moustakas’ (1994) six step process was followed to analyze the data. The study’s general findings include five categories that led to essence of the participants’ shared experiences which include the importance of family, peers, institutional agents, support programs and intrinsic motivation. Recommendations are provided that include replicating this phenomenological study, conducting additional qualitative and quantitative research, continuance of utilizing CRT in future studies, and utilizing theoretical lenses focusing on strength-based mindsets. Implications for practice include increased STEM awareness, an introductory college week, financial aid workshops, strengthening the transfer process, providing precollege support programs, postsecondary retention programs, and support services. Also, offering positive messaging, developing Latino male STEM support programs, encouraging institutions to foster intrinsic motivation, professional development, and internships.
