Figured worlds of immigrant fathers, sons, and daughters in steps to college through science bilingual family workshops

Allexsaht-Snider M., Dominguez M. V., Buxton C., Karsli E.

GENDER AND EDUCATION, vol.32, no.3, pp.311-327, 2020 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 32 Issue: 3
  • Publication Date: 2020
  • Doi Number: 10.1080/09540253.2017.1343936
  • Journal Name: GENDER AND EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Gender Studies Database, Public Affairs Index, Social services abstracts, Sociological abstracts
  • Page Numbers: pp.311-327
  • Keywords: Identities, fatherhood, family, migration, race and ethnicities, parents, ASPIRATIONS, ENGAGEMENT, CHILDREN, MOTHERS, GENDER
  • TED University Affiliated: Yes

Abstract

Interest in parents' roles in promoting students' academic success and career aspirations, especially in STEM areas, has grown as educators and world leaders set goals for expanding and diversifying the STEM workforce and extending science literacy across the globe. Responding to a call for research on fathers' roles, and considering the rise in immigrant populations in many regions of the world, the study reported here investigates the experiences of Latino immigrant fathers and their adolescent sons and daughters who participated in Steps to College through science bilingual family workshops. Findings, informed by figured worlds theory, illustrate the ways in which fathers and their children figured identities together that included engaging with science learning in pursuit of college and career pathways.