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As the world becomes increasingly globalized, education systems are striving to meet the needs of students. With globalization comes high amounts of migration, and some students may experience education in two or more countries. Early exposure and success in science, math, engineering, and technology (STEM) education are thought to be vehicles for entering high-status careers. Through interviews with U.S.-Mexico transnational students, this study uses a qualitative, text-analysis approach to understand students’ lived experiences and perceptions on STEM education between the U.S. and Mexico. Although these transnational students have the opportunity to foster bilingual and bicultural skills, results show students may experience material limitations and academic discontinuities, potentially affecting their future education and career trajectories.
Adviser: Edmund T. Hamann