Life Histories of Indigenous STEM Graduate Students from Chile: A Culturally Coexistent Learning Approach of Academic and Ethnic Identities

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dc.coverageDOI: 10.1080/15348431.2025.2507659
dc.creatorSilva, Marta
dc.creatorPavez, Isabel
dc.date2025
dc.date.accessioned05-01-2026 18:15
dc.date.available05-01-2026 18:15
dc.description<p>Although Indigenous students require unique institutional support, studies about their inclusion processes in higher education remain scarce. Particularly, little is known about the elements influencing their decisions to choose a STEM field, which is relevant due to their impact on technological and scientific development and their motivations to continue in such programs. Drawing on the academic trajectories of 24 Chilean Indigenous graduates, this research analyzes their decision-making process for pursuing and remaining in this field. The results indicate the key role of culturally coexistent learning as learning two cultures, modern scientific/academic and ethnic/Indigenous in both formal and informal education.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/9be416b8-fee2-4ea9-bfbc-5b1f676d7d2c
dc.languageeng
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcevol.25 (2025) nr.1 p.197-210
dc.subjectSTEM education
dc.subjectformal and informal education
dc.subjectgraduate students
dc.subjecthigher education
dc.subjectindigenous students
dc.titleLife Histories of Indigenous STEM Graduate Students from Chile: A Culturally Coexistent Learning Approach of Academic and Ethnic Identitieseng
dc.typeArticleeng
dc.typeArtículospa
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