| Autor: |
Cavazos, Alyssa G., Vela, Javier Cavazos, Troncoso, Alonso |
| Předmět: |
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| Zdroj: |
Journal of Latinos & Education; Nov/Dec2024, Vol. 23 Issue 5, p1833-1852, 20p |
| Abstrakt: |
We used a phenomenological research design to explore 19 Latina and Queer identifying undergraduate students' lived experiences in STEM undergraduate courses at a Hispanic-Serving Institution (HSI). Eighteen participants self-identified as female and one identified as genderqueer with an average undergraduate grade point average of 3.07. The following themes emerged from phenomenological data analysis: failure to acknowledge students' cultural and language resources; deficit assumptions about students' background, abilities, and potential; absence of active and collaborative learning and practical and real-world examples; minimal feedback on student learning and growth; disregard for student voices in design of assessments; and misalignment between assessments and evaluation tools to measure those assessments. We provide implications for faculty developers at HSIs and other institutions of higher education. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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