Latine Students’ STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems

Abstract

This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields.

1. Introduction

The Latine population is constantly growing across the United States of America, and their enrollment at Hispanic-Serving Institutions and other postsecondary institutions of higher education is as well (Gamboa, 2021; Garcia & Guzman-Alvarez, 2021). While institutions of higher education are becoming increasingly diverse, the racial disparity in access, persistence, and college completion rates for Latine and African American students in STEM undergraduate majors and careers is evident (Cavazos et al., 2024a, 2024b; National Science Foundation, 2016; Neally, 2022). Although there are similar rates among minoritized and White students who pursue STEM majors, Riegle-Crumb et al. (2019) also noted there are noteworthy differences between students who change undergraduate STEM majors: 37% Latino, 40% Black, and 29% White. These discrepancies in Latine students’ underrepresentation extend beyond undergraduate learning and impact STEM workforce where women, particularly from a Latine background, are estimated to comprise between 1 and 2% of the workforce in science and engineering (National Science Foundation, 2019). One explanation for these racial disparities in STEM undergraduate programs and careers could be that STEM faculty members and institutional structures do not cultivate Latine undergraduate students’ STEM identity development and equity ethic. Faculty members might not have yet answered the call to use culturally relevant teaching approaches (Johnson & Elliot, 2020) to positively influence Latine undergraduate STEM students’ identity development and learning experiences.

Because STEM identity development has been positively linked with student learning and experiences (Calabrese Barton et al., 2013), there is an urgent need for researchers to understand factors that help or hinder Latine students’ STEM learning experiences and identity development. Although some researchers have explored secondary school students’ STEM identity development or Black students’ identity development (Calabrese Barton et al., 2013; Collins, 2018; Ortiz et al., 2019; Tan et al., 2013), more researchers must use an asset based approach and explore how Latine STEM identity development influences student interest and persistence to completing a STEM undergraduate degree and pathways into graduate school (Frederick et al., 2021; Gonzalez et al., 2022b; Beverly et al., 2025).

Latine students continue to be underrepresented at all levels of STEM education (Cavazos et al., 2024a, 2024b; National Science Foundation, 2016; Neally, 2022). As a result, several professional development and mentoring programs (Cheng & Lu, 2018; Contreras Aguirre & Garcia Carrillo, 2025; Racelis et al., 2018) have been designed to help faculty increase the use of community engaged scholarship, mentoring practices, cultural relevance, family involvement, and active learning in their teaching practices, which might help increase Latine students’ STEM identity development and equity ethic. However, despite important advances in faculty development, there continues to be a critical gap in the knowledge base regarding factors that help or hinder Latine STEM students’ identity development (Cavazos et al., 2024b). This study is critical given the importance of a diverse STEM workforce on positive societal outcomes. Findings from this study could identify strengths and challenges so that institutions of higher education can design teaching practices and support resources designed to positively influence STEM identity and enhance Latine students’ retention and success in STEM undergraduate majors.

2. Theoretical Framework

We draw on McGee and Bentley’s (2017) equity ethic framework and a STEM Identity model (Carlone & Johnson, 2007) to guide the current study and understand Latine undergraduate students’ experiences in STEM education. We posit that the undergraduate STEM classroom is a community of practice with teaching and learning experiences having the potential to influence Latine students’ equity ethic and STEM identity development (Tan et al., 2013). Researchers have applied an equity ethic framework to understand the STEM identity development, career motivations, interests, and future goals of people of color (Beasley & Hernandez, 2024; McGee et al., 2022; Naphan-Kingery et al., 2019; Yeldell et al., 2024). The equity ethic framework proposes that students from underrepresented minority (URM) groups are often motivated to pursue STEM careers by an equity ethic, which entails a genuine concern for helping others, pursuing social justice, and reducing racial inequalities (McGee & Bentley, 2017; McGee, 2020; McGee et al., 2022). An equity ethic is also grounded in collectivism and altruism (McGee & Bentley, 2017) as well as transformation and liberation (Venkateswaran et al., 2023). URM students typically come from collectivistic cultures that value family, community, and interdependence (Herrera & Kovats Sánchez, 2022; McGee, 2020; McGee & Bentley, 2017). Thus, Latine STEM students may choose to pursue STEM careers with the goal of contributing to their communities in significant and meaningful ways. Latine STEM students’ motivations for entering STEM professions tend to be justice-oriented and community-centered, which starkly contrasts with the traditional goals aligned with STEM fields, such as generating wealth and achieving scientific and technological dominance (Herrera & Kovats Sánchez, 2022; McGee, 2020). Beyond giving back to their own communities, URM students may also feel compelled to help other communities due to altruistic tendencies and social justice values they develop through experiences with racial and ethnic discrimination (McGee, 2020; McGee & Bentley, 2017). For example, Latine STEM students may have encountered sexism, xenophobia, racism, and other forms of discrimination because of living in a racialized patriarchal society. Such experiences might foster their altruism and principled concern for racial and social justice, thereby driving them to want to help people from marginalized communities through their STEM careers and engage in efforts to reduce racial inequalities in STEM (McGee, 2020; McGee et al., 2022).

McGee and Bentley (2017) also posit that an equity ethic can cause URM students to feel disconnected from the current climate in STEM fields. For Latine STEM students who hold an equity ethic, feelings of disconnect may arise from the White male-dominated landscape typical of most, if not all, STEM professions and the emphasis on competition and capitalism in the STEM world. In contrast to the individualistic values that have been historically perpetuated in STEM fields, Latine students with an equity ethic may hold collectivistic and justice-oriented values that motivate them to persist in STEM fields because of their desire to address inequity and improve community well-being (McGee, 2020). Because possessing a strong STEM identity among Latine students can have a transformative impact in building more just and equitable practices in STEM higher education, we utilize an equity ethic framework to contextualize Latine STEM students’ identity development, resilience, and learning experiences (McGee et al., 2022).

Undergraduate STEM teaching and learning experiences also have potential to influence Latine students’ STEM identity development and self-efficacy in STEM coursework. Rodriguez et al. (2019) define STEM identity as “how one understands and positions oneself within the STEM culture and the recognition one receives from others in that community” (p. 3). The undergraduate STEM teaching and learning space is a community of practice where different activities are perceived in a way to either positively or negatively impact students’ STEM identity (Tan et al., 2013). Carlone and Johnson (2007) contend that the following three components are paramount for understanding students’ STEM identity: performance, recognition, and competence. Performance refers to students using scientific tools and performing science activities. Recognition refers to students recognizing themselves and others recognizing them as scientists through their behavior as well as the use of language that aligns to the disciplinary expectations that signals to others they are “science people.” Competence refers to understanding and application of science content (Carlone & Johnson, 2007; Rodriguez et al., 2019). These three dimensions of a science identity overlap and may exist to varying degrees and levels within the context of how someone perceives their STEM identity and how others perceive their STEM identity. Additionally, one’s racial, ethnic, and gender identities can significantly impact one’s STEM identity within the context of performance, recognition, and competence (Carlone & Johnson, 2007). Because previous scholarship highlights Latine students often possess low self-efficacy in relation to their STEM identity, students’ cultural background and experiences are critical to better understanding how students in STEM coursework experience and perceive themselves and their abilities to succeed in STEM. Students from culturally diverse backgrounds might perceive various activities and messages in STEM courses to influence how they think about themselves as current and future STEM scholars (Tan et al., 2013), thereby influencing their current and future STEM performance, recognition, and competence. We argue that because of the STEM undergraduate teaching and learning experiences Latine students encounter, their success in STEM coursework and beyond may be limited when compared to other ethnic groups.

3. Literature Review

Developing a STEM identity is a milestone for undergraduate students pursuing an education in science, technology, engineering, and mathematics. However, STEM identity development is often challenging and different for students from underrepresented minority backgrounds, such as Latine students, because the traditional White male-dominated individualistic culture of STEM fields does not reflect their cultural values or community-centered and justice-oriented motivations for pursuing STEM careers (Camacho et al., 2021; Herrera & Kovats Sánchez, 2022; McGee, 2020; Rincón & Rodriguez, 2021). Latine undergraduate students’ intersectional identities and cultural context significantly influence their STEM identity development process (Rincón & Rodriguez, 2021; Rodriguez et al., 2019, 2021; Schembri & Rampersad-Ammons, 2021).

Rodriguez et al. (2019) interviewed 17 Latina undergraduate students in STEM majors to discover how they developed their STEM identities, and they learned that self-recognition and outside recognition were critical factors. The students’ self-recognition involved identifying qualities of a STEM person within themselves; meanwhile, outside recognition manifested as people around them acknowledging their STEM identities. The students perceived their enthusiasm for learning about STEM and their ability to think about the world around them through the lens of a scientist as characteristics that reflected their STEM identity. The students also recognized themselves as STEM people because of their persistence and resilience in the face of rigorous courses and academic challenges (Rodriguez et al., 2019). Moreover, their ability to persist against racist and sexist notions in the STEM community by succeeding in their fields as women of color contributed to their sense of STEM identity. However, students who did not believe they fully embodied the qualities of a STEM person expressed a qualified understanding of their STEM identity and believed their STEM identity would be solidified in the future through acquiring more knowledge and experience. Regardless of their level of STEM identity, the students commonly revealed a fear of losing their STEM identity if they encountered insurmountable struggles or challenges. Their fear of identity loss indicated how strongly they valued their STEM identity and viewed it as a fundamental part of themselves. Furthermore, the researchers also discovered that outside recognition from faculty, classmates, and family members made the students feel validated as members of the STEM community. Although the students reported that they occasionally experienced a lack of recognition from their peers, the lack of acknowledgment only motivated them to defy expectations and prove themselves as STEM people. Additional research supports that undergraduate research opportunities and mentorship from Latine faculty serve as formative experiences that foster Latine students’ STEM identity and enhance their recognition of themselves as STEM people (Arellano, 2024; Camacho et al., 2021; Frederick et al., 2021).

Latinas’ cultural values also play a significant role in their STEM identity development (Perez et al., 2024; Rincón & Rodriguez, 2021; Rodriguez et al., 2021). Rodriguez et al. (2021) examined the influence of familismo on Latina students’ STEM identity development process. Familismo is a prevalent cultural value in the Latine community that is characterized by a strong sense of loyalty, interdependence, and attachment to one’s extended and nuclear family (Rodriguez et al., 2021). These researchers interviewed 17 Latina junior and senior college students in STEM majors to understand how familismo both supported and complicated their STEM identity development. The interviews revealed three central themes in the students’ experiences. First, the students frequently expressed that their interdependence and attachment to their families supported their STEM journey because they could rely on their family members to provide them with emotional support and keep them grounded during stressful times. In addition, the students reported that their desire to give back to their families was a driving force behind their determination to successfully attain their STEM degrees. The second theme that emerged was that the students’ STEM and non-STEM family members both influenced their STEM identity development. Students with family members involved in STEM fields experienced a stronger sense of STEM identity and belonging to the STEM community due to their family connections. However, students who did not have family members involved in STEM education faced barriers to their STEM identity development because they often felt discouraged and misunderstood by their families (Rodriguez et al., 2021). Finally, the third theme the researchers discovered was that the Latina students often experienced complications in their STEM identity development process due to their families’ expectations and the good daughter persona. The students described feeling pressure from their families to be academically successful and maintain their roles as good daughters devoted to familial matters. In addition, some students expressed their STEM career aspirations conflicted with their families’ expectations for them to fulfill traditional feminine roles as future wives, mothers, and homemakers. Thus, the students frequently felt overwhelmed by familial pressures to balance their identities as Latinas and STEM students (Rodriguez et al., 2021). Family values and relationships with family members may complicate Latinas’ STEM identity development at times due to gendered expectations, but also positively influence their resilience and persistence in STEM fields (Perez et al., 2024; Rodriguez et al., 2021).

Beyond STEM identity development, the ways in which Latina STEM students make meaning of their STEM identities may also differ in comparison to other populations. Schembri and Rampersad-Ammons (2021) investigated how Hispanic STEM students assigned meaning to their science identity. The researchers conducted group discussion workshops with 75 Hispanic STEM students to learn how the students perceived their current and future selves in relation to STEM. During the first stage of the workshop, the researchers asked the students to select a personal item they brought with them to the workshop that they felt was symbolic of their current selves and describe why they felt it represented them. Then, during the second stage of the workshop, the students were asked to create a collage depicting their future selves. Additionally, the students were invited to show their colleges and share their stories about their future selves (Schembri & Rampersad-Ammons, 2021). Through group discussions, the researchers found evidence to support Carlone and Johnson’s (2007) science identity framework. Most students’ descriptions indicated that they viewed their future selves as research scientists or altruistic scientists. Those who viewed their future selves as research scientists illustrated depictions of competence, performance, self-recognition, and recognition by others in their colleges. Meanwhile, those who viewed their future selves as altruistic scientists included portrayals of how they wanted to give back and serve others through science in their colleges. Furthermore, the researchers’ findings extended the theory of science identity with evidence to support that students also expressed a non-scientist trajectory and a non-relational dimension of science identity. Notably, some students who demonstrated a research scientist trajectory in their colleges did not include illustrations of people in their artwork, which contradicts the Latine cultural values of relational connection and collaboration. Moreover, a minority of the students did not include any science-related depictions in their colleges, suggesting that some Hispanic STEM students may benefit from more attention, encouragement, and empowerment in developing their science identity (Schembri & Rampersad-Ammons, 2021).

4. Purpose of the Study

Latine students develop their STEM identities through various factors, such as self-identifying with STEM person qualities, being recognized as members of the STEM community, and familiasmo. Moreover, researchers show that Latine students pursuing a STEM education commonly aspire to become future research scientists or altruistic scientists and derive meaning from those aspirations. Although researchers indicate that STEM identity development and attributing meaning to one’s STEM identity are critical aspects of Latina undergraduate students’ STEM journeys, to our knowledge, no studies to this date have focused on Latine STEM students’ perceptions of their learning experiences and stories of resilience through an equity ethic framework, which are needed to improve STEM learning environments. Findings could have implications that can be modeled at HSIs to cultivate Latine students’ STEM identity and equity ethic to increase access and persistence in STEM fields. Our research questions include:

• How do Latine students’ learning experiences and perceptions of their STEM instructor’s teaching practices influence their identity as students in STEM coursework?
• How do Latine students’ undergraduate learning experiences and perceptions of their STEM instructors’ teaching practices influence their desire to engage in practices to reduce racial inequalities in STEM?

5. Method

5.1. Research Design

Like other researchers (Vela et al., 2022), we selected a phenomenological approach to explore Latine undergraduate students’ experiences with their STEM identity development (Hannon et al., 2019; Moustakas, 1994). See Figure 1 for a visual representation of the research design. A phenomenological approach was a good fit because phenomenological studies aim to discover a group of individuals’ lived experiences with a specific phenomenon such as STEM identity development (Vela et al., 2024; Young, 2017). We reflected on our ontological and epistemological positions (Hannon et al., 2019; Vela et al., 2022) and used the principle that the reality of any phenomenon is relative and subjected to several points of view (Hays & Singh, 2012; Vela et al., 2022).

5.2. Participants

We obtained permission from a university’s Institutional Review Board (IRB) in Summer 2022 at a large Hispanic-Serving Institution (HSI) in the southern region of the United States. Following IRB approval, the lead author sent a recruitment email in June 2022 to deans and chairs of the colleges of sciences and engineering. This research project was funded through a university seed grant where we requested funds to study Latine students’ learning experiences in STEM undergraduate coursework. Because most literature in STEM centers male students’ experiences, we aimed to investigate the experiences of students from marginalized gender identities in STEM undergraduate courses. We posted an invitation on a student messenger platform in June 2022 that was available for several weeks. All undergraduate students at the HSI have access to the student messenger platform. Additionally, we emailed STEM instructors who previously taught College Algebra, Elementary Statistics, Biology I, Biology II, Anatomy I, Anatomy II, General Chemistry I, or General Chemistry II in the 2022–2023 academic year for assistance to recruit undergraduate students. We recruited 19 Latine undergraduate students who completed STEM undergraduate courses (Creswell, 2014). Criterion sampling was used to ensure that participants met specific requirements, such as having completed at least one of the following STEM undergraduate course with a high drop-failure-withdrawal rate (Balkin & Kleist, 2017): College Algebra, Elementary Statistical Methods, Biology I, Biology II, Anatomy and Physiology I, Anatomy and Physiology II, General Chemistry I, or General Chemistry II. Eighteen self-identified as women and one identified as genderqueer. Participants’ average grade point average was 3.07 with their ages ranging from 18 years old to 47 years old (mean = 22.10). The participants’ average number of STEM undergraduate courses taken was three. To protect the anonymity of participants, they have been assigned pseudonyms. All participants were provided with the option to select their own pseudonym and in those cases, we respected their choice and used their chosen name when referring to their experiences in STEM coursework.

5.3. Research Procedures

We followed Moustakas’ (1994) procedures for qualitative data collection and analysis: (a) bracketing and reflecting on our research beliefs, perspectives, assumptions, and values; (b) collecting data from individuals with experiences with STEM undergraduate courses; (c) analyzing participants’ experiences with STEM identity development and equity ethic; (d) writing description of what participants experienced in STEM undergraduate courses; and (e) describing participants’ lived experiences with their STEM identity development and equity ethic (Crockett et al., 2018; Vela et al., 2024).

5.4. Bracketing Assumptions and Researchers’ Positionality

To reduce potential researcher bias (Creswell, 2014), we used a research team of four individuals with different professional, training, and life experiences. We discussed our expectations of research outcomes and our collective belief regarding STEM identity. The first author, a Latina scholar, was the director of the center for teaching excellence at a large HSI with research interests centered on equity-minded teaching practices and STEM undergraduate education. She became interested in learning about Latine students’ lived experiences with their STEM identity. The second author, a Latina female graduate student, was enrolled in a clinical mental health graduate program. The third author, a Latino male, was a faculty member at an HSI and the previous director of the center for teaching excellence. His research agenda focuses on Latine college students’ mental health and learning experiences. Finally, an undergraduate student research assistant who identifies as Latino supported the study in the early coding process to identify themes and subthemes. Collectively, we followed Moustakas’ (1994) transcendental approach to bracket assumptions, values, beliefs, and worldviews about STEM identity development through in-depth conversations among research team members.

5.5. Data Collection

Interviews are a method of data collection in phenomenology to discover participants’ lived experiences (Abrego et al., 2024; Crockett et al., 2018; Eddles-Hirsch, 2015; Moustakas, 1994; Young, 2017). The lead and third authors conducted interviews with 19 Latine undergraduate students during June 2022, which lasted between 50 and 70 min. Interviews were conducted via zoom and transcribed verbatim. We intended to learn more about the student participants’ learning experiences in STEM coursework as well as perceptions of themselves as students in STEM. Specifically, our questions centered on the following: (1) How do Latine students’ learning experiences and perceptions of their STEM instructor’s teaching practices influence their identity as students in STEM coursework? (2) How do Latine students’ undergraduate learning experiences and perceptions of their STEM instructors’ teaching practices influence their desire to engage in practices to reduce racial inequalities in STEM? The interview protocol started with the following question: What is your perception of yourself as a student in STEM courses?, which was designed to create an open personal interview environment to allow participants to explore aspects of their experiences in STEM identity that were most important to them (Rubin & Rubin, 2012; Vela et al., 2022).

5.6. Data Analysis

We used Interpretative Phenomenological Analysis to analyze interview transcripts (Smith & Osborn, 2009). We followed a process in which research participants reflected on their lived experiences with their STEM identity development, and then, we analyzed and interpreted their lived experiences (Hannon et al., 2019; Smith & Osborn, 2009). The first and third authors used the following steps (Hannon et al., 2019) for data analysis: (1) open and inductive coding for content analysis to identify significant themes related to STEM identity development in each interview transcript; (2) agreement on a thematic hierarchy; and (3) combination of textual and structural description of the phenomenon into a narrative to provide the essence of participants’ experiences with their STEM identity development (Abrego et al., 2024; Creswell, 2014; Creswell & Poth, 2018; Smith & Osborn, 2009; Vela et al., 2024).

5.7. Trustworthiness

The first and third authors coded and agreed on emergent themes to ensure dependability and reliability (Lincoln & Guba, 1985). A research assistant confirmed and agreed with the final list of themes. Second, the lead researcher explored confirmability and neutrality through consultation with the third author and personal reflections (Creswell, 2014) to ensure that bias did not affect data analysis regarding STEM identity development. Finally, we combined textural and structural descriptions of the phenomenon into a narrative to provide the essence of the participants’ experiences with STEM identity development to address transferability (Creswell, 2014; Smith & Osborn, 2009; Vela et al., 2022).

6. Findings

After conducting coding for thematic analysis, we identified four major themes related to Latine students’ perceptions of their identity in STEM coursework. The first theme relates to perceptions of implicit biases, assumptions, and stereotypes that classmates, parents, and/or professors have about their ability to succeed in STEM coursework. The second theme related to imposter syndrome was regarding whether this was influenced by family/cultural background or by classmates and professors. The third theme was students’ self-efficacy and their perceptions of how others perceived their self-efficacy. And finally, the fourth theme related to support systems and resources they had that enhanced or hindered their STEM identity, such as learning centers, financial aid and scholarships, classmate support, and instructors’ teaching practices. In

Table 1. Thematic analysis and implications table.

Theme	Description	Student Experience Example	Implications for Practice	Overall Implications for Research
Implicit bias	This theme refers to student participants’ perceptions of assumptions about their prior knowledge and learning experiences in STEM and gendered, racial, linguistic and sexual orientation stereotypes in relation to their ability to succeed in STEM coursework.	“connotation that Hispanics come from the Ranchito [rural towns] and they’re not educated or that they don’t praise education as much as other cultures and because of values [or that] Hispanics are not interested in education. It’s hard to get an adequate, quality education out of the course when the Professor has a negative opinion of the students.” Alejandra, statistics major	Promote diversity and representation in the classroom. Foster a sense of community for students from minority backgrounds. Facilitate connections to scholars and mentors in STEM. Offer faculty and staff implicit bias professional development and culturally responsive workshops.	Researchers need to design, implement, and evaluate the impact of evidence-based interventions to improve Latine students’ attitudes of imposter syndrome, self-efficacy, and overall learning experiences. More outcome-based, quantitative research is needed to determine the efficacy of interventions to cultivate Latine students’ learning and success. More outcome-based research is needed to determine the impact of systemic interventions on Latine students’ perceptions of systemic and other challenges. For example, researchers can design an intervention using an equity ethic framework to determine the impact of STEM instructors’ ability to cultivate Latine students’ community cultural wealth.
Imposter syndrome	This theme refers to student participants’ psychological doubts about their belonging and achievements in STEM coursework, which may be influenced by family/cultural background or classmates and professors.	“I feel insignificant when I take [STEM] courses like I don’t matter at least to [the professors]. It kind of takes a beating personally; if I don’t matter to them, do I matter at all. How do you tell the student that this class isn’t for you? That made me feel really bad; is it because of who I am? Is it because I’m 27 and I’m trying to get my life back together again? Is it because my parents are immigrants? Why is this class not for me? It’s hard to hear things like that.” Brittany, English major and former STEM major	Educators can explore with students that imposter syndrome is caused by systemic issues. Educators can use their privilege to challenge problematic practices, policies, and procedures that contribute to imposter syndrome in academia. Universities can provide students with guidance and resources to foster resilience. University counseling centers can offer therapy groups and informational sessions about imposter syndrome and implicit biases to build community among minoritized students and support their mental health through reflective exercises.
Self-efficacy	This theme refers to student participants’ perceptions of their belief in their ability to be successful in STEM coursework as well as their perceptions of others’ belief in their ability to succeed in STEM coursework.	“the idea of seeing myself like graduating being someone […] important; I do want to have a big impact [and] do important research, do something that’ll help a lot of people.” Elizabeth, medical laboratory sciences major	Educators and universities can promote students’ self-efficacy by creating support programs for all STEM students Educators can proactively address systems of oppression inherent in STEM culture, such as sexism, racism, classism, homophobia, and transphobia. Some practices include providing channels for students to anonymously report discrimination, supporting students’ acts of resistance, and communicating action plans in STEM that center social justice.
Support systems and resources	This theme refers to student participants’ perceptions of the support resources and systems that enhanced or hindered their STEM identity, such as learning centers, financial aid, scholarships, classmate support, and instructors’ teaching practices.	“I am a first gen student, so I have no idea what I’m doing. I had to do all the financial stuff alone and there’s times where I don’t know how to do it, so I had to spend hours and hours doing research. And the only good thing about being here is that there’s a handful [of] people in my situation, so we can help each other out and see how everything works, but, yeah being a first-year student has been really hard.” Abigail, civil engineering major	Educators and universities can host events or programming that include students’ parents, extended family, peers, and other community members to encourage the connection between students’ STEM identities and their support systems and community. STEM educators can also provide experiential learning opportunities related to the community and social justice to foster students’ critical consciousness and their desire to make a positive impact in their community through their STEM careers.

, we provide a summary overview of the thematic findings alongside examples and implications for practice as aligned to each thematic finding and example as well as an overview for research implications.

6.1. Implicit Biases

One of the difficulties Latine student participants navigate in their STEM courses encompasses a wide variety of implicit biases or assumptions about their prior knowledge, potential, and gendered, racial, and linguistic stereotypes as students in STEM coursework. One set of assumptions student participants perceived was related to their prior knowledge and learning experiences in relation to their current knowledge to engage with new learning in the course. Elizabeth, medical laboratory sciences major, shared that some STEM professors assume that “since we’re all in the same STEM field, [we] will know how to do this. There’s always the assumption that ‘Oh, they all learned it this way from textbook or whatever so we’re doing.” Similarly, Olivia, environmental science major, shared, “I don’t like when professors assume that we remember things we learned in high school. I began [college] and then I dropped out for about five years, so I don’t necessarily remember many things from high school.” Elizabeth’s and Olivia’s respective perceptions highlight a prevalent concern amongst student participants—they perceive their instructors to believe they should possess specific prior knowledge and experiences related to the content in the course to engage in new learning.

Assumptions about students’ background knowledge and learning experiences may prevent meaningful engagement where activating prior knowledge and reteaching key concepts are essential practices. Patricia, physician assistants major, reflected, “I think professors might perceive introductory STEM classes as just what is necessary to move on but perceive the students in the more advanced classes as those that are interested and are looking for more advanced learning and challenge.” Students’ perceptions of their instructors’ assumptions may lead students to think that some STEM instructors may be more inclined to support students whose prior knowledge and course disposition already align to STEM-related values and expectations.

In addition to assumptions related to students’ prior learning experiences, student participants also highlighted perceptions of assumptions linked to their identities, such as gendered, sexual orientation, racial, cultural, and linguistic, stereotypes. K, electrical engineering major shared,

I can tell the difference in the way that some professors treat me now [compared] to the way they used to. I was filler in the classroom […] who’s kind of just there passing by or who [they] feel will need to retake this class just based on their performance. I felt they felt I was filler and because of that, they weren’t giving me the chances I needed to succeed. A lot of that really ties back to my queer identity. So many already [have] this idea of well you’re not going to succeed because queer people don’t succeed here. I know they didn’t say that, but it felt like that. That’s the energy they were giving off.

K’s first-hand experience in relation to the different treatment he received during the early part of his college education compared to how he is now treated in more advanced coursework links to the assumptions noted earlier about prior learning experiences. Most importantly, K’s perceptions of how he is seen as a queer person pursuing a career in a male dominated filed like electrical engineering reveals the need to redefine not only educational approaches in STEM related fields but also implicit biases and dominant narratives we bring to these contexts.

Student participants also noted assumptions interconnected to their cultural and linguistic background. Alejandra, statistics major, shared that negative connotations about Latine students can often hinder quality education: “connotation that Hispanics come from the Ranchito [rural towns] and they’re not educated or that they don’t praise education as much as other cultures and because of values [or that] Hispanics are not interested in education. It’s hard to get an adequate, quality education out of the course when the Professor has a negative opinion of the students.” Lack of education and lower intelligence were assumptions often highlighted by participants; for instance, Lidia, biomedical sciences major, also noted, “I’m putting a lot of effort to be in class and learn and get engaged because I know my background, I know English is not my first language, so I have to do extra effort to be the same as everybody, to be prepared for the classes.” Alejandra and Lidia both share perceptions linked to assumptions often associated with Latine students—one’s cultural roots and language background is a hindrance to academic mobility and attainment, which results in working harder than others to achieve similar opportunities.

Student participants also highlight their perceptions of differences in how men and women are perceived in STEM fields, especially related to how others perceive asking for help and support. Alejandra, statistics major, shared, “I’ve come to see myself as an outsider in my STEM courses. Not only do men do better in those courses, but in math heavy courses, it is seen as a weakness to ask for help. The people who go to math tutoring are the ones from psychology or criminal justice like social sciences and so there is a bad connotation when it comes to asking for help.” The negative connotations associated with asking for help in learning new material as well as instructors’ implicit biases associated with women pursing a STEM degree further permeate into fellow classmates’ perceptions of their female peers. Alexa, integrated health science major, reflected:

I feel all professors should want all their students to succeed, but it goes based off of the gender of the instructor. Women STEM instructors cared a lot more about female students succeeding. Not that they don’t care for the males, but I think they get how hard it is to have other people believe in you in STEM, especially because we’re Latina. I feel a lot of people underestimate Latinas going into STEM. The male instructors […] make a mockery of it. I’ve heard my male peers laugh about women in STEM; [they] assume we’re going into the nursing field and not wanting to be the doctors and scientists.

Furthermore, Maya, computer science and graphic design major, elaborated on her experience with fellow male colleagues during a group project: “I was so excited about [a project] because I was learning how to program. The guys are like, ‘oh don’t worry, you can just sit next to us and annotate what we have to do because we have to make the project’ That made me feel sad. I was one of the highest grades; one guy […] you could tell that he felt like he knew everything.” Implicit biases can lead to differential treatment not only on the part of the instructors but also from fellow students themselves, thereby perpetuating a negative cycle of implicit biases regarding the academic abilities and belonging of women and queer students in STEM.

6.2. Imposter Syndrome

In addition to the implicit biases Latine student participants face from instructors and fellow peers, they also battle with imposter syndrome, often, as a result of perceptions of negative assumptions perpetuated by others. Gwen, nursing major, reflects on how her perceptions of instructors’ perceptions of students’ academic potential in STEM courses contributes to how she sees herself: “Considering that [STEM classes are] hard classes, not that [professors] want us to fail but they expect some of us to fail. People always demonize [STEM] classes always so hard; my friends […] tell me this professor is so hard, so difficult. [Professors] have the presumption[…] that some of us maybe can’t take it.” Gwen has developed a belief that some of her STEM instructors expect some of the students in the course to fail and by extension this leads to questions about whether they belong in the STEM field or STEM coursework or not. Similarly, Elizabeth, medical laboratory sciences major, reflected on a professor’s reaction to another student asking questions in class: “[the professor] was like, you’re asking me for help? I thought you would be better than this so […] I’m not as good as I thought; I’m not as good as a student as a thought. I [thought] she’s very smart; if she’s not good enough for her, imagine me? It’s demoralizing. It felt very harsh. Am I putting enough effort I should be putting in this class?” Elizabeth’s self-questioning about her potential as a student in STEM courses is influenced by not only how she sees herself in relation to other classmates but also how instructors interact with those classmates she perceives as being “smarter” than her.

Latine student participants often highlighted their perceptions of instructors’ interactions with other students as contributing factors to how they see themselves, often leading to questioning whether they belong in STEM-related fields. Alejandra, statistics major, shared,

The level of engagement with […] the students who are more advanced, there’s definitely more interest on them to establish rapport with faculty. But also, the faculty are more accessible to them. Because they see they succeed in the course and they have an interest. If I’m trying to catch up to them, maybe not exceed or like jump par with them [to] get something out of the course, it’s still not enough for me to deserve time with faculty. The answers I would get back were short, to the point, yes, no, or you did it wrong and do this instead. I don’t think that’s the case with other students. If it is, may be I’m mistaken, but it does feel like I just didn’t deserve the time to be with faculty or to learn.

Alejandra’s perception of not being good enough to deserve time with instructors is disheartening as she perceives this time as a direct correlation to students’ success in the course and field more generally. Myra, biomedical science major, shared, “There’s greater expectation for me, being a Latina, to work hard. My parents always like, ‘echale ganas, echale ganas [keep going]; don’t be lazy.’ So, I do feel there’s certain […] pressure. It’s also a motivation. It depends on the day to be honest; if I feel negative that day […] ‘Oh, I have to do it because my mom told me.’ If I wake up on the better side, ‘okay my mom is supporting me, I’m doing this for me.’” Myra highlights the complexities of human feelings and emotions, which can be enhanced in STEM-related fields where underrepresented minorities already encounter a lot of pressure.

Ultimately, these experiences often led Latine student participants to self-doubt and self-question their presence in STEM-related fields. For instance, Brittany, English major and a former STEM major, shared “I feel insignificant when I take [STEM] courses like I don’t matter at least to [the professors]. It kind of takes a beating personally; if I don’t matter to them, do I matter at all. How do you tell the student that this class isn’t for you? That made me feel really bad; is it because of who I am? Is it because I’m 27 and I’m trying to get my life back together again? Is it because my parents are immigrants? Why is this class not for me? It’s hard to hear things like that.” Similarly, Lidia, biomedical science major shared, “sometimes I understand that [professors] think you don’t know well enough. You earned the seat in the class and you have to be treated equally as everybody else. I met a girl and she didn’t know a lot of English so she needed to translate to Spanish everything, every single word. She ended up dropping the class.” Without the support, belief, and understanding necessary, many capable and committed students decide to either change their major or drop the course because they have internalized negative assumptions about their potential as students in STEM-related fields.

6.3. Self-Efficacy

Participants have a strong sense of self-efficacy—their belief in their ability to succeed is guided by their own will to make a difference in their communities as well as their perceptions of how others, such as professors, friends, and family members, perceive their self-efficacy. Elizabeth, a medical laboratory sciences major, shared, “the idea of seeing myself like graduating being someone […] important; I do want to have a big impact [and] do important research, do something that’ll help a lot of people.” Similarly, K, electrical engineering major, highlighted, “I’ve always had a really warped perception of self, but I think that’s really helped me survive the STEM classes. If I think of myself better than already half of people [in STEM], I’m already going a great mindset of I can do this. I see myself as a really skilled person.” Myra, biomedical sciences major, also exudes confidence as a student in STEM; she shares, “I see myself as a confident woman in STEM who is working hard. I feel good, comfortable in represent[ing] women in STEM.” Elizabeth, K, and Myra possess a strong vision of who they are as students and future professionals, especially in how they see themselves contributing to the discipline and making a difference in their communities.

Student participants also highlighted their strong sense of self-awareness of who they are as learners from a growth mindset perspective and informed by perceptions of their instructors’ perceptions of their ability to learn in STEM coursework. Alejandra, statistics major, shared, “I was not aware that I’m not an effective learner until one of my one of my professors asked me how I studied for exams. I told him that I would open the book highlight and take a few notes. He pointed me to other learning strategies that have really helped me ever since; I should know how to learn by now. There’s really bad habits that I’ve been carrying over, and I was not aware until the Professor encouraged me to pay attention to how I learned.” While the professor encouraged Alejandra to become aware of her learning strategies, her determination to acknowledge current bad learning habits and will to continue growing are desirable in building a STEM identity. Students’ self-awareness of their identity as STEM students is central to their continuous growth regardless of negative experiences in STEM coursework; for instance, Lidia, biomedical sciences, major shared “The professor can be bad, but not the material; you can change your major. The professor [made] chemistry hard, like her teaching method didn’t get along with the way [I] was studying. Sometimes it’s hard because of the professor not getting along with you; that doesn’t mean that all science classes will not get along with you.” Regardless of their instructors’ perceptions of their ability to learn in STEM coursework, Alejandra and Lidia both possess awareness of who they are as learners and future professionals, which allows them to build their STEM identity on their own terms.

Latine student participants also reflected on how their self-efficacy is enhanced through both professors who are supportive and those who question their abilities, ultimately contributing to how they perceive their STEM identity. Karina, integrated health sciences major, reflected, “I’ve learned that female STEM instructors are more encouraging; they believe in the student a lot more. [They are] women in STEM; they want women students to succeed.” On the other hand, Abigail, civil engineering major, highlighted, “I’m hard working and motivated. I really want to pass these classes. I was very upset [about] a hard course. The professor [would] tell us, not a lot of you will pass; if you don’t pass, then you’re not meant to be an engineer. That mindset. I wanted to prove people wrong, so I keep re-doing everything until I got a good grade.” Latine student participants’ self-efficacy is founded in their perseverance, Destiny, interdisciplinary studies major, shared, “STEM courses have always been kind of hard; sometimes I get confused very easily. But I don’t think it affects [me] in any way, mostly, maybe in the fact that I just keep persevering.” A similar determination is exhibited in Alexa’s reflection, integrated health sciences major, “My only problem so far has been anatomy; that [has] been affecting me lately because [it] makes me doubt myself. I need anatomy if I’m going to be a nurse practitioner. Instead of dragging myself down about it, I’ve just been thinking about what’s another way I can approach this to be effective. I’m determined; I don’t want to give up. I take time to sit down and learn the material, make sure I understand it.” Karina, Abigail, Destiny, and Alexa possess a strong sense of self-efficacy about their potential, knowledge, and commitment to growth. Regardless of the challenges, whether these are instructors who doubt their success as future professionals or the difficulty of the material, they persist because they have a deep desire to make a difference in their communities and be role models for others within their field of study.

6.4. Support Systems and Resources

While many STEM Latine students encounter challenges, such as imposter syndrome and implicit biases that may lead them to question their purpose and positionality in STEM course work, they persevere in building their STEM identity because they not only possess an intrinsic desire to make a difference in their communities, but they also have a strong support system. Lidia, biomedical sciences major shared, “my math course was a bilingual class. It was good for me because at the end I was proving them [those who doubted her academic potential] that being bilingual it’s a strength for you […] you can say, ‘Oh, I was, I was taught in two languages and I got an A. To have a class where I can use my first language proves I have a place to be recognized. Yes, some of the professors, [think] less of you because of your background, but others do care about you.” Latine students’ strong support system contributes to their ability to recognize the resources that help them navigate through the challenges and acknowledge the wealth of knowledge and experiences they possess to make a difference in STEM.

Latine student participants also noted the strong support system they have among fellow first-generation college students, which was a contributing factor in Latine students building their STEM identity. For instance, Abigail, civil engineering major, reflected “I am a first gen student, so I have no idea what I’m doing. I had to do all the financial stuff alone and there’s times where I don’t know how to do it, so I had to spend hours and hours doing research. And the only good thing about being here is that there’s a handful [of] people in my situation, so we can help each other out and see how everything works, but, yeah being a first-year student has been really hard.” Similarly, Myra, biomedical sciences major, mentioned, “I have a positive mindset, and I try to take care of myself. External support, my family and my friends. Being around people [who] are also working now [is] productive, my friends are very studious. We all do community service, and we all try to be more educated […] other people’s energy helps me. The external factors in my life have a greater impact on how I learned.” Additionally, Destiny also highlighted the benefits of learning and collaborating with peers in community as a factor that supported her academic endeavors in STEM coursework; she reflected, “something that helped me is that I have some really smart friends [who] are really good math tutors and are always willing to help me. I tried my best and whatever came out of the courses is what came out of the courses; I can’t do anything about it. Definitely the support of the students, the community itself, [helped me.]” Despite the struggles, students like Lidia, Abigail, and Myra draw on their linguistic abilities and commitment to community building and making a difference as mechanisms to challenge assumptions about their potential and belonging in STEM.

7. Discussion

The purpose of this study was to explore Latine STEM students’ perceptions of their STEM identity development, learning experiences, and resilience through an equity ethic framework. Findings from this study build upon previous researchers’ findings regarding STEM identity development (Frederick et al., 2021), undergraduate STEM experiences (Cavazos et al., 2024b; Contreras Aguirre, 2023, 2025), and resilience in STEM coursework (Contreras Aguirre, 2023; Perez et al., 2024). There were several notable findings that are consistent with previous literature as well as other findings that augment the literature base in current models for STEM undergraduate education. These participants reported that they developed self-efficacy and had important support systems and social networks to cultivate their self-efficacy and STEM identity in undergraduate courses. Participants reported that self-efficacy as related to STEM identity development referred to thinking and recognizing themselves as current and future scientists (Carlone & Johnson, 2007). This is an important finding given that self-efficacy and confidence has been related with Latine students’ STEM identity development as well as persistence, retention, and success in postsecondary education. This finding of family and community support continues to add to the growing literature on the value that Latine families place on postsecondary education. Also, this finding is like Gonzalez et al. (2022a) findings regarding self-efficacy and networking and support systems in STEM education and Contreras Aguirre’s (2023) findings about the importance of social support such as race-related organizations.

Additionally, one noteworthy finding that augments previous literature is that these Latine students reported implicit biases, stereotypes, and imposer syndrome during their STEM educational experiences. Students in this study described how negative assumptions and awareness of implicit biases influenced their perceived and current STEM performance, competence and recognition. Such negative assumptions and implicit biases in the community of practice (i.e., STEM undergraduate courses) likely also prevented these Latine students from receiving recognition from their STEM instructors and male peers. While policy makers and STEM educators (Cavazos et al., 2024a, 2024b; Kyoung Ro et al., 2024) have called for high expectations as well as cultural and equitable learning experiences for Latine students, results from our current study suggest that not all STEM faculty members have answered the call to action to positively influence Latine students’ STEM identity and equity ethic. Finally, although all Latine students in this study navigated implicit biases and stereotypes to pursue and succeed in postsecondary education, other Latine students are not as fortunate. Latine students in this study had strong levels of self-efficacy, grit, curiosity, passion, hope, resilience, motivation, and familial support to pursue and succeed in postsecondary education (Contreras Aguirre, 2024; Perez et al., 2024; Vela et al., 2015). These internal and external protective factors likely helped Latine students counter the potential negative impact of negative assumptions and implicit biases on their STEM performance, recognition, and competence (Rodriguez et al., 2021). We argue that other Latine students who might not have self-efficacy, motivation, curiosity, or psychological grit due to inequitable social support systems and negative STEM learning environments might give up in the face of stereotypes and implicit biases in STEM undergraduate education. In other words, when a community of practice such as an undergraduate STEM course has negative assumptions and implicit biases, culturally diverse students might perceive and interact with these messages in different and profound ways that can negatively influence STEM competence, recognition, and performance. Findings from our study point to a significant problem in STEM education for some Latine students who believe that their STEM instructors believe that they do not belong and drop out due to a lack of institutional support and networks for culturally diverse students.

7.1. Implications for Practice

This study illustrates that Latine STEM students often encounter injustices and challenges, such as implicit biases and imposter syndrome, in the current education system. As such, it is imperative for educators and universities to adopt teaching and learning practices as well as support systems that center on equitable and growth-fostering educational environments for Latine STEM students. Latine students’ perceptions of implicit biases in their STEM courses elucidate some faculty members’ harmful assumptions about students’ prior knowledge and identities that contribute to non-inclusive learning spaces, especially when such assumptions fail to acknowledge students’ culturally and linguistically diverse background and equity ethic in STEM as instrumental to enhancing the learning experiences in STEM courses (McGee, 2020). Researchers indicate that racial bias in STEM education has negative effects on students’ cognitive, emotional, and physical well-being (Vargas et al., 2023). In addition, gender bias negatively affects women’s engagement in STEM (Moss-Racusin et al., 2018), and LGBTQIA+ individuals commonly experience oppression, marginalization, and exclusion in STEM due to cisheteronormativity (Marosi et al., 2024). Thus, educators and staff members in higher education must take an active role in creating inclusive STEM environments. Some practices to accomplish equity include promoting diversity and representation in the classroom, fostering a sense of community for students from minority backgrounds, and facilitating their access to high-status relationships and connections in the field (Vargas et al., 2023). Universities can also address implicit biases by offering faculty/staff implicit bias professional development and culturally responsive teaching workshops (Cavazos, 2024; Cavazos & Musanti, 2022). Personal and professional development opportunities in these areas can increase faculty members’ awareness of minoritized students’ experiences, positively shift their attitudes about race/racism, improvement in implicit associations about women in STEM, and promotion of practices and teaching approaches that foster inclusivity and cultural responsiveness (Corte & Amrein-Beardsley, 2024; Jackson et al., 2014; O’Leary et al., 2020).

In this study, the Latine students’ lived experiences revealed that they often developed imposter syndrome because they internalized negative assumptions about their potential to succeed in STEM coursework. These internalized negative assumptions might have been a result of multiple factors, such as their perceptions of instructors’ belief in their ability to succeed in STEM coursework, lack of access to resources, and fellow peers’ performance in STEM coursework. Educators have a personal responsibility to address imposter syndrome in practice (Cavazos et al., 2024b) as well as in collaboration with fellow peers in the course. Rather than viewing imposter syndrome as an intrapsychic phenomenon, we must acknowledge that it is a byproduct of systemic oppression in academia (Ramos & Wright-Mair, 2021). Educators can examine their complicity in validating feelings of inferiority among minoritized students and reflect on their implicit biases to identify how they can better support their students and create a culture of reciprocal support among peers in the classroom as well (Ramos & Wright-Mair, 2021; Wright-Mair et al., 2024). Further, educators can disrupt the cycle by teaching students that imposter syndrome is an oppressive system and validating their feelings while helping them see that their experiences are caused by the system and not inherent inadequacy (Ramos & Wright-Mair, 2021; Wright-Mair et al., 2024). Lastly, educators can use their privilege to challenge problematic practices, policies, and procedures that contribute to imposter syndrome in academia (Ramos & Wright-Mair, 2021). Universities can address imposter syndrome by providing students with ample support, guidance, and resources to foster their resilience (Dao et al., 2024). Moreover, university counseling centers could offer therapy groups and informational sessions about imposter syndrome and implicit biases to build community among minoritized students and support their mental health through reflective exercises on different perspectives (Holden et al., 2024). By improving Latine students’ mental health, the resultant effect could be improved STEM identity development.

When instructors self-reflect on potential assumptions and commit to revising teaching and learning practices, students’ perceptions of educational spaces can shift significantly toward a growth-minded space. Educators and universities can promote students’ self-efficacy and STEM identity by creating academic counter-spaces and support programs for STEM students from underrepresented backgrounds. These types of spaces can provide marginalized STEM students with an environment to feel empowered, validated, supported, and motivated to continue persisting in their fields (Verdín & Godwin, 2018). Furthermore, educators and universities should proactively address systems of oppression inherent in STEM culture, such as sexism, racism, classism, homophobia, and transphobia, that contribute to the challenges minoritized students encounter (Cavazos et al., 2024b). Some practices for this include providing channels for students to anonymously report instances of discrimination or oppression, supporting students’ acts of resistance, communicating what is being done to make STEM environments on campus more socially just, and infusing critical/inclusive pedagogies in classrooms to foster students’ resistance (Rodriguez et al., 2020).

Latine students’ persistence in STEM fields is significantly influenced by their strong support systems and their desires to make meaningful contributions to their community through their careers. Thus, their support systems and commitment to their community represent important factors that must be included in our fight to make STEM spaces more inclusive, socially just, and culturally relevant. Educators and universities can host events/programming that include students’ parents, extended family, peers, and other community members to encourage the connection between students’ STEM identities and their support systems and community (Contreras Aguirre & Garcia Carrillo, 2025; Herrera & Kovats Sánchez, 2022; Rendón et al., 2020; White et al., 2025). STEM educators can also provide experiential learning opportunities related to the community and social justice to foster students’ critical consciousness and their desire to make a positive impact in their community through their STEM careers (Herrera & Kovats Sánchez, 2022). STEM educators have an important responsibility to cultivate Latine students’ equity ethic and desire to reduce inequalities in STEM education.

7.2. Implications for Research

This study’s qualitative findings add to the literature base regarding Latine students’ STEM learning experiences and identity development while also highlighting opportunities for future research. There are several directions for researchers to continue to explore Latine students’ and STEM faculty members’ perspectives on approaches and outcomes that can be modeled at HSIs to increase Latine students’ access and success in STEM undergraduate majors. First, there are few outcome-based research studies that have measured the impact of professional development or other interventions to improve Latine students’ STEM self-efficacy, STEM identity, equity ethic, and STEM learning attitudes. Researchers need to design, implement, and evaluate the impact of evidence-based interventions to improve Latine students’ attitudes of imposter syndrome, self-efficacy, and overall learning experiences. Much more outcome-based, quantitative research is needed to determine the efficacy of interventions to cultivate Latine students’ learning and success. Second, there continues to be evidence that Latine students perceive systemic and individual challenges such as implicit bias and negative professor attitudes. There are other qualitative studies that have provided evidence of Latine students’ STEM learning experiences. However, more outcome-based research is needed to determine the impact of systemic interventions on Latine students’ perceptions of systemic and other challenges as well as the ability to engage in equity ethic practices. For example, researchers can design an intervention using an equity ethic framework to determine the impact of STEM instructors’ ability to cultivate Latine students’ community cultural wealth (Cavazos et al., 2024b).

8. Conclusions

Despite facing hardships, the Latine students in this study demonstrated a strong sense of self-efficacy and positive STEM identity that helped participants persist in STEM-related fields. This self-efficacy is a testament to resilience and determination to succeed in fields that have historically excluded people with their identities. While we must honor the strength that these students possess, we cannot risk ignoring systemic issues like implicit biases and imposter syndrome that contribute to minoritized students facing barriers and challenges as they pursue STEM undergraduate majors and graduate school. It is crucial to recognize that minoritized students in STEM often rely on their self-efficacy because they are navigating spaces that were designed for White cisgender men. Furthermore, by ignoring the voices of Latine students and failing to validate their perceptions, STEM educators and institutions of higher education may unintentionally perpetuate the cycle of injustice and miss opportunities to cultivate Latine students’ desire to engage in equity ethic practices. Therefore, educators and universities must adopt practices and programs that value self-efficacy while addressing and rectifying injustices and implicit biases that are embedded in STEM spaces.