Forming Science Identity in Personal Networks: A Quantitative Study of Social Support for Latine STEM Students

This research brief examines how Latine STEM students’ personal networks and Community Cultural Wealth relate to the formation of STEM identity and sense of belonging. Drawing on survey data from 408 Latine juniors majoring in STEM across seven Hispanic Serving and emerging Hispanic Serving Institutions in the University of Texas System, the study integrates egocentric social network analysis with validated measures of STEM identity and belonging. Students listed an average of five key discussion partners, most of whom were Latine, and networks were centered on friends, family members, and fellow college students. Correlational analyses show that stronger ties are associated with multiple forms of support, while family members are especially linked to material aid, aspirational support, and community role modeling. Regression results indicate that greater tie strength and access to community role models are positively associated with STEM identity, whereas denser, more close-knit networks are negatively associated with STEM identity. Network size, tie strength, and having alters who help navigate college life are positively related to students’ sense of belonging. Together, the findings highlight the importance of relational context and culturally grounded assets in shaping Latine students’ persistence and identity development in STEM.