This study examines a regional partnership designed to expand and diversify the semiconductor workforce through community college programs. Our mixed-methods findings reveal that overall student enrollment increased during the study period, with one community college driving the largest gains among Hispanic students. Interviews with its consortium members identified targeted outreach and student supports as contributing factors. Results indicate that coordinated, equity-focused strategies can meaningfully increase Hispanic representation in educational and career pathways leading to semiconductor industry employment.
This study reconceptualizes Latina/o family engagement in the pre-transfer process, positioning families as active agents. Using apoyo sacrificial and college conocimiento frameworks, 10 participants shared familial testimonios about supporting Latina/o community college student’s transfer aspirations. Findings reveal three themes: families as knowledge brokers, the role of consejos, and ánimo as motivation. The study concludes that institutions must formalize and institutionalize family engagement practices at community colleges to improve transfer outcomes for Latina/o students. Este estudio reconceptualiza la participación de las familias Latinas en el proceso previo a la transferencia, posicionándolas como agentes activos. A partir de los marcos de apoyo sacrificial y conocimiento de universidades, diez participantes compartieron testimonios familiares sobre cómo apoyan las aspiraciones de transferencia de estudiantes Latinos/as de colegios comunitarios. Los hallazgos revelan tres temas: las familias como intermediarias del conocimiento, el papel de los consejos y el ánimo como fuente de motivación. El estudio concluye que las instituciones deben formalizar e institucionalizar las prácticas de participación familiar en los colegios comunitarios para mejorar los resultados de transferencia de los estudiantes Latinos/as.
This qualitative case study examines the experiences of Latinx students in a bilingual family science course at a newly designated Hispanic-Serving Institution. Using interviews, observations, and student reflections, the study explores how bilingual and culturally responsive pedagogy shapes student engagement, identity development, and critical awareness. Findings highlight the importance of translingual learning, familismo, and culturally relevant curricula in fostering belonging, highlighting the role of bilingual courses and minoritized faculty in advancing institutional servingness within HSIs.
This article examines how Latina/o/x engineering students at Hispanic Serving Institutions (HSIs) and Emerging HSIs (eHSIs) in the Southwestern United States develop and enact la facultad to navigate institutional and disciplinary conditions that shape their educational trajectories. Using a multi-sited ethnographic approach across four institutions, the study describes four interrelated dimensions of la facultad (i.e., vigilance, recalibration, strategic navigation, and resistance) in response to exclusionary norms, uneven support, and everyday risks within engineering education.
This explanatory sequential mixed methods study investigates how engineering identity and classroom belonging shape Latinx students’ persistence over time. Using survey data from 189 students and interviews with 3 Latinx engineering students, the study employs structural equation modeling to examine present-oriented and aspirational dimensions of engineering identity and their relationships with classroom belonging and persistence beliefs across a semester. The findings are contextualized through qualitative narratives to illuminate students’ lived experiences.
