Date of Degree
2025
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Curriculum and Instruction (CI)
Director
Dr. James Cohen
Committee Members
Dr. Sally Blake, Dr. David Nieto, Dr. Jodi Lampi
Keywords
multilingual learners, STEM, investment theory, capital, funds of knowledge
Abstract
This qualitative study examines the perspectives of six bilingual Latino students regarding their experiences in science, technology, engineering, and mathematics (STEM) courses in high school, and how these experiences influenced their decision to pursue STEM careers. Using Norton-Peirce's investment theory as a theoretical framework along with Gay’s culturally responsive pedagogy, the study explores how participants' identities, social and cultural capital, and ideologies interact with their educational experiences.
The findings reveal that family involvement, bilingual mentors, and students' funds of knowledge played a crucial role in their academic success and career choice. However, participants also faced significant challenges, including: segregation, negative positioning by educators and difficulties navigating the educational system. Despite these obstacles, participants persisted in their educational goals, driven by their imagined communities in the STEM field.
The study highlights the need for culturally responsive instruction, bilingual college preparatory classes and increased support for multilingual students in STEM. Implications include the importance of educator training in culturally responsive pedagogy and the need to address systemic barriers faced by Latino students in STEM.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Powers, Rebecca S., "A Qualitative Examination of Multilingual Latino Students’ Perspectives of their Educational Journeys in Preparation for Careers in STEM" (2025). Dissertations of Practice. 66.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/66
