Abstract
Literature suggests being a woman and a racially minoritized student may have a compounding effect on students' experiences in STEM degree pathways (Alfred et. al, 2019). This study explored the experiences that support the success of Latinx women pursuing STEM degree pathways at an open-access HSI, and why. The study drew on a sample of traditional-aged (18-24) Latinx women participants pursuing STEM degree Associate of Arts pathways at an open-access HSI, who have completed at least three semesters in their major. Given their role, open-access institutions may be one promising avenue toward supporting the success of Women of Color in STEM degree pathways. This qualitative research study captured the experiences of Latinx women in STEM degrees at an open-access Hispanic Serving Institution (HSI) drawing on the frameworks of Latinx Critical Race Theory, Intersectionality, and Yosso's Community Cultural Wealth Model. The findings suggest participants defined their success in terms of growth and/or achievement of metrics and goals, and they engaged multiple forms of capital throughout their journeys. Countering deficit frameworks, participants demonstrated they resisted dominant narratives of success and belonging and drew strength from their aspirational capital, familial capital, social capital, and resistant capital as they navigated their STEM pathways. Findings suggest their success as Latinx women in STEM at this institution, was impacted by an early calling to their field, influenced by their growth mindset, strong work ethic and determination, fostered by exposure to the field and role models that guided them, supported by Latinx parents that pushed them even when they did not understand the systems they engaged, and scaffolded by a village of care they found at their institution. The researcher can make an assertion that Latinx women in STEM effectively access individual and community capital to succeed, and that HSIs may be places that adequately support Latinx identity and belonging in STEM.