Date of Award

2025-08-01

Degree Name

Doctor of Philosophy

Department

Teaching, Learning and Culture

Advisor(s)

Maartje Van Den Bogaard

Abstract

Latinx students remain underrepresented in science, technology, engineering, and mathematics (STEM) fields despite representing a growing portion of the U.S. school population. Research suggests that inclusive classroom practices (ICPs) that affirm students' cultural and linguistic identities can play a critical role in shaping STEM identity and fostering interest in STEM pathways. This mixed-methods study investigated the relationship between ICPs, Latinx high school students' STEM identity development, and their interest in pursuing STEM careers in the Texas borderlands. The study employed a convergent design, integrating quantitative survey data from 52 students and qualitative interview data from four secondary science teachers. Quantitative findings indicated low to strong correlations between ICPs and student outcomes, potentially influenced by factors such as sample size, student perceptions, and contextual variables including bilingual language use and socioeconomic status. Qualitative themes emphasized the importance of cultural relevance, student-teacher relationships, and classroom climate in fostering a sense of belonging and academic confidence among Latinx students. While teacher self-reports suggested a strong commitment to inclusive instruction, the lack of observational data limited the ability to validate these practices. The study highlights the complexity of measuring inclusive pedagogy and underscores the need for future research using triangulated data sources, including classroom observations and curriculum analysis. Recommendations include incorporating lesson study as a professional development model and promoting policies that support culturally and linguistically responsive instruction. Overall, findings provide preliminary but compelling support for inclusive practices as a pathway to equity in STEM education and contribute to a growing body of literature on identity-based approaches to broadening participation in STEM. The study has implications for educators, administrators, and policymakers seeking to create learning environments where Latinx students feel seen, supported, and inspired to pursue STEM futures.

Language

en

Provenance

Received from ProQuest

File Size

152 p.

File Format

application/pdf

Rights Holder

Laura Corral Carrillo

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