Discipline-Based Education Research Group


Date of this Version


Document Type



Slides & Abstract for DBER Group Discussion on 2017-02-16


Copyright (c) 2017 Elvira Abrica


Despite the fact that Latinos pursue science, technology, engineering, and mathematics (STEM) degrees as often as their peers, Latino degree completion rates lag behind those of other demographic groups. In an effort to better understand Latino persistence in STEM, this qualitative study explored the non-cognitive persistence strategies of Latino men pursuing engineering degrees at two highly selective, four-year institutions. Specifically, this study explored Latino engineering students’ understanding and responses to race and racism, with attention to ways in which understanding and responses differed by immigrant generation. A total of 37 semi-structured interviews were conducted and analyzed. Findings indicate that immigrant generation shaped levels of ethnic belonging and critique of racism in society. Responses to racism are referred to as cognitive racial reappraisal strategies.