Date of Award

2025

Degree Type

Open Access Dissertation

Degree Name

Education, PhD

Program

School of Educational Studies

Advisor/Supervisor/Committee Chair

David Drew

Dissertation or Thesis Committee Member

Linda Perkins

Dissertation or Thesis Committee Member

June Hilton

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2025 Roslyn S Sánchez

Keywords

Achievement motivation, Engineering, Latinas, Science identity, Space exploration, Stem

Subject Categories

Education

Abstract

For the U.S. to retain a leading role in understanding the solar system and the universe, a diverse and highly skilled STEM workforce is required. This qualitative study of the K-12 and higher education lived experiences of 30 Latinas who have earned STEM degrees and work in space exploration contributes to existing research by (a) offering insight on the types of achievement motivation that drives them to succeed along these challenging academic pathways; (b) providing an understanding of how Latinas in space exploration developed their science identities, and at what point they felt like they belonged as “real” scientists, engineers and technologists; and (c) exploring the impact of the Latina identity on achievement motivation and science identity development. Results were analyzed through the lenses of Ryan and Deci’s (1985; 2000) Self-Determination Theory and Carlone and Johnson’s (2007) Science Identity Theory. Results suggest that the achievement motivation of Latinas in space exploration is most heavily impacted by extrinsic factors, such as career attainment and/or growth, financial stability, and honoring one’s family. To a lesser extent, participants were intrinsically motivated by passion for the subject matter and inner strength or conviction. Achievement motivation evolved across the educational continuum, and intrinsic motivation was best catalyzed by positive STEM learning experiences at all educational levels. The people who contributed to the development of science identity (in positive and negative ways) included parents, teachers, faculty, peers, mentors, and industry professionals. Experiences that positively contributed to science identity development were hands-on learning activities, participation in STEM-focused programs, and internship and research opportunities. However, most participants did not feel like “real” scientists, engineers, and technologists until early career or later. Latina cultural norms and expectations were found to impact achievement motivation and science identity development positively and negatively. This study reinforces the need for educators at all levels to consider achievement motivation and science identity together when designing curricula and activities to support Latinas and other minoritized students in STEM.

ISBN

9798270204778

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