Date of Award

6-2025

Document Type

Dissertation

Publisher

Santa Clara : Santa Clara University, 2025

Degree Name

Doctor of Education (EdD)

Abstract

This qualitative study explores how Latinx students experience Advanced Placement (AP) and Honors science classes in high school, and how these experiences shape their STEM identity. Despite making up the largest demographic group at Solaris High School in Northern California, Latinx students are significantly underrepresented in advanced science courses. Using a pláticas methodology grounded in Critical Race Theory (CRT), Latinx Critical Race Theory (LatCrit), and Community Cultural Wealth (CCW), this study centers student voice to understand how systemic problems, such as tracking and deficit thinking, impact students’ access to and navigation of rigorous science classes. The study includes individual and communal pláticas with eight Latinx high school graduates who completed at least one AP or Honors science class.

Findings reveal that while students often enjoyed their science classes and received affirming support from some educators, students did not internalize a STEM identity due to lack of representation, microaggressions, and limited exposure to an inclusive definition of what it means to be a scientist. Educators’ actions played a pivotal role in shaping students’ selfperception as scientists. The study offers implications for practice, including more inclusive course recruitment and support structures that validate Latinx students’ experiences and aspirations. Ultimately, this research aims to inform policies and practices that create equitable access to advanced science education and foster enduring STEM identity among Latinx high school students.

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