Latinx students continue to persist in STEM despite the numerous obstacles in place that attempt to stifle their academic potential and contributions (Contreras Aguirre, Gonzalez, & Banda, 2020). Traditionally, the field of STEM uses deficit-centered approaches and explains these obstacles as individual characteristics, instead of considering the institutional practices that produce these additional challenges for Latinx students (Lara, 2017). For example, these obstacles are often explained as Latinx students’ lack of interest in STEM fields, poor academic preparation and/or motivation. LatCrit, a theoretical framework that acknowledges the identities and experiences of Latinx individuals in the US (Stefancic, 1997; Valdes, 2005). Thus, it is a powerful tool that can help us shift away from these deficit approaches and instead advance asset-based reforms that recognize the ways Latinx students resist oppressive STEM structures and practices. LatCrit enables us to highlight the strengths Latinx students possess that STEM educators, leaders, policymakers can tap to fuel their success in these fields. Drawing on this often overlooked line of theory in STEM research, we explore the application of LatCrit to STEM education as a tool to help us (re)imagine educational reforms around the wealth of skills, dispositions, and cultural practices Latinx students possess. As part of these efforts, we offer reflective exercises and pedagogical strategies that STEM practitioners can implement that draw on Latinx students’ strengths within classrooms, thus promoting equity and inclusion.

Authors:
Ambar Hernandez Negrete, University of California, Davis, United States
Natalia Caporale, University of California, Davis, United States

About the Presenter(s)
Dr Ambar Hernandez Negrete is a University Postgraduate Student at University of California, Davis, United States

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