Abstract
This qualitative research study investigated the first-generation Latino male experience persisting in a STEM major at a four-year public university. STEM is an acronym for science technology engineering and math. The current literature on Latino male students in STEM majors is limited, and most of the literature on persistence in STEM majors is related to studies on the female narrative or an integrative group such as minorities, ethnic groups or underrepresented students. In 2016, Latinos became 17 percent of the total United States population (Phillips, 2016). Enrollment trends in Latino students entering a STEM major in college are perceived to be the outcome from the growing Latino population in the United States. This study aimed to analyze the Latino male student experience. The literature review for this study included research on first-generation students and their experience derived from the lack of cultural capital, the development of their social integration in higher education, and the development of their academic integration in higher education. The literature review also included research on Latino students persisting in a STEM major with a focus on academic confidence, pre-college preparation and attrition. The literature review also covered research on the Social Cognitive Career Theory, a theoretical framework that expanded on self-efficacy, college major choice and career choice (Lent, Brown, & Hackett, 1994). Statement of the Problem U.S. National government educational research has indicated that there is a low percentage of Latino college students earning certificates and degrees in Science, Technology, Engineering, and Mathematics (STEM); furthermore, there is a need to explore how first-generation Latino males persist in STEM majors and what barriers may potentially lead to attrition at a public four-year university. Specific questions addressed were: 1. What leads a first-generation Latino male student to persist in their STEM major at a public four-year university? 2. What potential barriers does a first-generation Latino male student overcome to persist in their STEM major at a public four-year university? Methodology This qualitative research study investigated the first-generation Latino male student experience persisting in a science, technology, engineering, and mathematics major through a narrative inquiry. The qualitative research study was conducted with semi-structured individual interviews of six students who met the purposive sample criteria. This research study was designed to explore the experience of Latino male college students and their persistence in STEM majors through the theoretical framework of Social Cognitive Career Theory. Conclusions and Recommendations This qualitative research study resulted in a list of eight strategies for persistence for first-generation Latino males in STEM. These strategies are (a) study groups, (b) institutional programs, (c) student organizations, (d) tutoring services, (e) peer mentoring, (f) support groups, (g) family expectations, and (h) fitness facility. The most significant strategies for persistence in STEM involved social integration, academic integration and career interests. This qualitative research study resulted in a list of seven major barriers of first-generation Latino males in STEM. These barriers were: (a) lack of Latino faculty in STEM, (b) seeking help, (c) asking questions, (d) family responsibilities, (e) course availability, (f) lack of self-efficacy, and (g) working off-campus. The most significant barriers in STEM involved cultural capital, self-efficacy, and expectations of Latino masculinity. Consideration for future research on persistence of first-generation Latino male students at a public four-year university may include more in-depth evaluation of pre-college preparation, the transfer student experience, and Latinx students in STEM.