Efforts to support Latinas’ pathway to STEM fields often consider Latina identities as monolithic. Focus on a single pathway to STEM fields overlooks multidimensionality among Latinas and misses opportunities to meaningfully support the success of all Latinas. By attending to the variation in Latinas, multiple pathways to STEM careers for Latinas can be identified. The purpose of this study is to describe variation among Latinas’ STEM identity in terms of five components (sense of belonging, trailblazing, motivation, persistence, parental support). There was significant missing data to the items selected for analyses, with on average, less than half of the sample responding to each question. Results revealed no variation in survey responses to items related to motivation. Results highlight the need for more robust large scale, nationally representative quantitative data that allows for inferences about minority subgroups such as Latinas.

One decision very few high school student-athletes are faced with is which Division I athletic scholarship to accept. These highly coveted scholarships can cover for all expenses and provide support during and after the undergraduate experience. Yet, even if high school student-athletes accept a Division I offer, it doesn’t guarantee their success. Many athletes struggle with student identity as they try to remain eligible to complete at the Division I level. I draw from identity theory on figured worlds to investigate how student success as a Division I athlete is linked to negotiating their figured world of being a student as it informs their decision about which Division I scholarship to accept. Using data from interviews and observations, this study follows two elite high school student-athletes as they make their decision about which Division I scholarship to accept, and how their dual identities as students and athletes shaped their decision-making process.

Positive student-teacher interactions have been linked to academic and social-success of all students. The present study examined the effects of the First Steps to Success program in improving the teacher-student interaction of three Latino English Language Learners (ELL) participants identified as at risk for behavioral and academic problems. A single subject multiple baseline research design was employed for this study. Data showed a functional relationship between the behavioral intervention and an increase in positive teacher and participating student interactions. Implications in regards to improving teacher student relationships of ELLs in early grades will be discussed.