Date of Award

5-6-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Manuel Ponce

Third Advisor

William Perez

Abstract

This qualitative study examined the lived experiences of underrepresented minority alumni from Galileo STEM High School who are pursuing STEM degrees at four-year universities. Guided by Yosso’s (2005) Community Cultural Wealth (CCW) framework, the study focused on what worked for underrepresented minority groups (UMG) in STEM. In-depth semi-structured interviews were conducted to learn a) what factors contributed to their STEM development and identities, b) what forms of cultural wealth were leveraged in high school and in the first years of college to pursue and persist in STEM studies, and c) experiences from Galileo STEM High School that cultivated and affirmed their CCW. Findings revealed that participants utilized all forms of cultural capital to overcome systemic barriers. Familial, social, and resistance capital were the most prominent resources students used to navigate challenges in college. Findings also revealed areas in which Galileo STEM High School significantly contributed to participants' CCW through authentic learning experiences, positive relationships with teachers and mentors, and affirming classroom practices. Although this study was specific to participants in Galileo STEM High School, many of the findings can be applied to other educational settings.

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