[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-81177-en":3,"doc-seo-81177-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},81177,687197100911,"Himbo","https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1782698725881665579",8,"Research & Report","Undocumented Latino Students Pursuing Degrees in STEM Disciplines: Attitudes, Perceptions, Teacher Support, and Future Views","Undocumented Latino students in STEM programs are shaped by the attitudes they hold toward STEM, their perceptions of life and schooling, and the level of support they receive from teachers. This mixed-methods convergent parallel study focuses on the primary variables influencing undocumented Latino students attending a DC public charter school when selecting STEM studies or degrees. Findings support educators in better assisting undocumented Latino students’ pursuit of STEM disciplines and related future goals.","Journal of Latinos and Education  \nISSN: 1534-8431 (Print) 1532-771X (Online) Journal homepage: [http://www.tandfonline.com/loi/hjle20](http://www.tandfonline.com/loi/hjle20)  \nUndocumented Latino students pursuing degrees in STEM disciplines: Attitudes, perceptions, teacher support, and future views  \nJacqueline Fernandez  \nTo cite this article: Jacqueline Fernandez (2017): Undocumented Latino students pursuing  \ndegrees in STEM disciplines: Attitudes, perceptions, teacher support, and future views, Journal of  \nLatinos and Education, DOI: 10. 1080/15348431 .2017.1350582  \nTo link to this article: [https://doi.org/10.1080/15348431.2017.1350582](https://doi.org/10.1080/15348431.2017.1350582)  \n Published online: 04 Aug 2017.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 35 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [http://www.tandfonline.com/action/journalInformation?journalCode=hjle20](http://www.tandfonline.com/action/journalInformation?journalCode=hjle20)  \nDownload by: [RMIT University Library] Date: 18 December 2017, At: 21:06  \nDownloaded by [RMIT University Library] at 2 1:06 18 December 2017  \nJOURNAL OF LATINOS AND EDUCATION  \n[https://doi.org/10.1080/15348431.2017.1350582](https://doi.org/10.1080/15348431.2017.1350582)  \nUndocumented Latino students pursuing degrees in STEM disciplines: Attitudes, perceptions, teacher support, and future views  \nJacqueline Fernandez  \nDepartment of Curriculum and Instruction, Texas Tech University  \nABSTRACT  \nIf classrooms are being filled with undocumented Latino students, it is essential that teachers are trained on how to better serve this population, placing a particular focus on those students who have a passion for STEM disciplines, because the U.S. deserves a group of multilingual and multicultural student workers who will help America compete with innovators throughout the world. This mixed-methods convergent parallel study examined the primary variables that undocumented Latino students attending a DC public charter school face when choosing STEM studies or degrees. Data were obtained in order to further understand student attitudes towards STEM, positive and negative perceptions about life, support from teachers, and views of the future. Through this study, educators will be able to better assist undocumented Latino students in their pursuit of a STEM discipline.  \nKEYWORDS  \nUndocumented Latino students; STEM and Dream Act  \nIntroduction  \nThere are certain difficulties that undocumented Latino students face, such as language ability, cultural awareness, and academic achievements (Hilburn, 2014) . Specifically, the major obstacles in the academic and social life of undocumented students include lack of English proficiency, cultural differences, and unfamiliarity with the American classroom environment (Derderian-Aghajanian & Cong, 2012) . Often, the teacher is the first individual a DREAMer comes out to as an undocumented immigrant. A DREAMer is an individual under the age of 31, who entered the United States before age 16; has lived continuously in the country for at least five years; has not been convicted of a felony, a “significant” misdemeanor, or three other misdemeanors; and is currently in school, graduated from high school, earned a GED, or served in the military (Koven & Götzke, 2010) . This scenario is likely to continue happening in light of the government directive called Deferred Action for Childhood Arrivals (DACA), a directive that will change the lives of DREAMers (National Immigration Law Center, n.d.) .  \nCurrently, charter schools do not have a policy or a requirement for teachers and staff to attend professional development (PD) or training that will provide them with the instructional tools and knowledge about the issues and/or resources available to the undocumented students they teach; for example, professional development relating to DREAM Act policies","cbCaioEj4AOKlynr","https://ap.wps.com/l/cbCaioEj4AOKlynr","pdf",1216664,4,1,15,"English","en",105,"# Introduction\n## Key challenges for undocumented Latino students\n## Role of educators and professional development\n# Study focus and methods\n## Mixed-methods convergent parallel design\n## Variables: attitudes, perceptions, support, future views\n# Implications for educators","[{\"question\":\"What challenges do undocumented Latino students face when pursuing STEM education?\",\"answer\":\"The text highlights obstacles such as limited English proficiency, cultural differences, and unfamiliarity with the American classroom environment.\"},{\"question\":\"What does the study examine about undocumented Latino students in STEM?\",\"answer\":\"The study investigates attitudes toward STEM, positive and negative perceptions about life, teacher support, and students’ views of the future.\"},{\"question\":\"How can educators use the study’s findings?\",\"answer\":\"Educators can better assist undocumented Latino students in their pursuit of STEM disciplines by improving professional development and instructional support aligned with students’ learning 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