Pláticas with Mexican American Engineering Teachers in High School: Counterstorytelling of Students, Educators, and Professionals in the STEM Pipeline

dc.contributor.committeeChairKim, Jeong-Hee
dc.contributor.committeeMemberSungwon, Shin
dc.contributor.committeeMemberEsquierdo, Joy
dc.contributor.committeeMemberDwyer, Jerry
dc.creatorPerez, Gustavo
dc.date.accessioned2023-09-27T17:24:12Z
dc.date.available2023-09-27T17:24:12Z
dc.date.issued2023-05
dc.description.abstractThe following study was conducted as a qualitative narrative study of four Mexican American secondary engineering teachers, including my own auto-ethnography as a Mexican American engineer and educator, working in school districts populated by primarily Mexican American students. The study stemmed from a general lack of attention in the literature concerning Mexican American engineers and their transition from professional engineering to secondary school engineering teaching working with Mexican American youth. Drawing on LatCrit and Social theory, a narrative inquiry methodology was used to guide the research design. Data was collected through in-depth interviews (pláticas), informal observations, and documentation to examine the personal stories of Mexican American engineering educators. Findings from the study include four general thematic clusters: engineering pathways, transitions to teaching, cultural and social influences, and individual institutional advocacy. The study calls for increased attention among academic institutions and individuals serving Mexican Americans to (a) leverage individual cultural capital as a resource to navigate academic and professional spaces, (b) promote cultural responsiveness within K16 education environments to acknowledge Mexican American funds of knowledge, and (c) broaden intervention efforts to include institutional forms of knowledge (i.e., higher education, internships, workforce) for increased accessibility among Mexican American families. The study offers a bank of narratives to continue to examine the role of family, culture, and social networks as important sources for strengthening Latinx participation and persistence in the STEM fields.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2346/96290
dc.language.isoengen_US
dc.rights.availabilityUnrestricted.
dc.subjectMexican Americanen_US
dc.subjectTeacher Narrativeen_US
dc.subjectHigh School Engineeringen_US
dc.subjectAutoethnographyen_US
dc.subjectPláticasen_US
dc.subjectNarrative Inquiryen_US
dc.titlePláticas with Mexican American Engineering Teachers in High School: Counterstorytelling of Students, Educators, and Professionals in the STEM Pipelineen_US
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineSTEM Education
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
PEREZ-DISSERTATION-2023.pdf
Size:
4.12 MB
Format:
Adobe Portable Document Format
Description:
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.57 KB
Format:
Item-specific license agreed upon to submission
Description: