Abstract
Latinas’ underrepresentation in STEM fields has received attention in research and practitioner-based journals over the last ten years. As shown in other chapters in this text, increasing Latina access to and success in STEM fields is a national imperative. In this chapter, we consider literature that emphasizes elements of Gloria and Rodriguez’s (2000) psychosociocultural model that inform resilience for Latinas in STEM. We synthesize research related to Latinas in STEM over the last ten years using a systematic literature review approach to consider the following question: How does current literature about resilience for Latina college students in STEM connect to the psychosociocultural model? Of the 21 studies noted within the chapter, family support was the most often noted finding related to supporting resilience, followed by self /gender, campus climate or environment, faculty and mentors, and peers and orientation toward career.