Articles

Selected Publications

Cabrera, J., Flores, G.M. and Reich, S. 2024. “Gendered Cultural Tightropes: Bicultural Latinas Navigating and Negotiating Familismo in American Doctoral Programs” Gender and Education https://doi.org/10.1080/09540253.2024.2357813

Garcia, K.A. and Flores, G.M. 2024. “Mamá en ingles se dice ‘pre-med’”: Bilingual Mexican-Origin First-generation College Undergraduates Aspiring for Medical Careers” Race, Ethnicity and Education https://doi.org/10.1080/13613324.2024.2349879

Flores, G.M., Bañuelos, M. & Harris, P.R. 2023. “What Are You Doing Here?”: Examining Minoritized Undergraduate Student Experiences in STEM at a Minority Serving Institution. Journal for STEM Education Research. https://doi.org/10.1007/s41979-023-00103-y

This paper was made possible by an HSI-NSF grant where the lead researcher was tasked with capturing the student voice in order to informal pedagogical practices that faculty should consider to make STEM courses more inclusive. Through focus group and journal entry data, four main themes emerged that Latina/o and Black students enrolled in biological sciences, engineering, physical sciences and computer science deem important to their success.

Flores, Glenda M. 2021. “Learning from Asian Teachers: Internal Diversity and Perceptions of Minority Students and Their Families.” In L. Murti and G. Flores (Eds.), Gender, Race and Class in the Lives of Today’s Teachers: Educators at Intersections,

Springer Press.

Flores, G.M., Bañuelos, M.2021. “Gendered Deference: Perceptions of Authority and Competence Among Latina/o Physicians in Medical Institutions.” Gender & Society, 35: 110-135.

Hondagneu-Sotelo, Pierrette, Emir Estrada, Edward Flores and Glenda M. Flores. 2020. “Latinx Millenials: Enduring Issues and New Challenges” Sociological Perspectives, https://doi.org/10.1177/0731121420914297

Flores, G.M. 2020. Latina/x Doctoras [Doctors]: Negotiating Knowledge Production in Science.” In A. Saraswati, B. Shaw and H. Rellihan (2^nd Eds.), Introduction to Women’s, Gender, and Sexuality Studies: Interdisciplinary and Intersectional Approaches, Oxford University Press.

Flores,G.M. 2018. “Pursuing Medicina [Medicine]: Latina Physicians and Parental Messages on Gendered Career Choices.” Sex Roles, 81: 59-73.

My new line of research grows out of my extensive work with Latina teachers in Southern California, as many of them had originally aspired to enter the STEM (science, technology, engineering, math) fields. In this manuscript, I examine the gendered pathways into the medical profession of Latina origin physicians in California and focus on parental messages, in particular messages from fathers, in encouraging their daughters to seek out nontraditional fields.

Flores, G.M. 2011.“Racialized Tokens: Latina Teachers Negotiating, Surviving and Thriving in a White Woman’s Profession.” Qualitative Sociology, 34: 313-335.

*Winner of the Cristina Maria Riegos Distinguished Paper Award from the ASA Section on Latina/o Sociology

*Winner of the Race, Gender, Class Distinguished Paper Award from the ASA

Flores, G.M. and Hondagneu-Sotelo, P. 2014. “The Social Dynamics Channeling Latina College Graduates into the Teaching Profession.” Gender, Work and Organization, 21: 491-515.

Flores, G.M. (2015). “Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools.” City and Community, 14: 410-432.

Flores, G.M. (2015). “Discovering a Hidden Privilege: Ethnography in Multiracial Organizations as an Outsider Within.” Ethnography, 17: 190-212.

Flores, G.M. (2011). “Latino/as in the Hard Sciences: Increasing Latina/o Participation in Science, Technology, Engineering and Math (STEM) Related Fields” Latino Studies, 9: 327-335.

This paper provides an overview of the structural and cultural hurdles that Latinos encounter as they try to enter STEM related fields. Mainly, the emphasis on standardized testing, in particular English competency, has taken precedent over other STEM related course in many public urban schools across the nation.