Sarah L. Rodriguez

Highly active and selective endopeptidases with programmed substrate specificities

A family of engineered endopeptidases has been created that is capable of cleaving a diverse array of peptide sequences with high selectivity and catalytic efficiency (kcat/KM > 10(40 M(- 1) s(- 1)). By screening libraries with a selection-counterselection substrate method, protease variants were programmed to recognize amino acids having altered charge, size and hydrophobicity properties adjacent to the scissile bond of the substrate, including GluArg, a specificity that to our knowledge has not been observed among natural proteases. Members of this artificial protease family resulted from a relatively small number of amino acid substitutions that (at least in one case) proved to be epistatic.

(Re)defining Masculinity through Peer Interactions: Latino Men in Texas Community Colleges

This study uses a phenomenological approach to examine how Latino male students at community colleges engage with their male peers. The analysis utilizes a male gender role conflict (MGRC) framework and employs cultural conceptions of masculinity, specifically machismo and caballerismo. Practitioners and researchers might leverage positive aspects of masculinity associated with caballerismo to help men succeed academically, while promoting reflection on and interrogation of aspects of masculinity that might lead to negative educational outcomes.

What a Scientist Looks Like: How Community Colleges Can Utilize and Enhance Science Identity Development as a Means to Improve Success for Women of Color.

ABSTRACT This article explores the application of science identity development theory for women of color interested in the science disciplines; and it advocates for taking an intersectional approach to understanding how women of color form science identities. The article also challenges community college administrators and scholars to focus on redefining science identity development theory within the community college setting as a means to enhance success for women of color pursuing academic work in scientific disciplines.

Mujeres Supporting: How Female Family Members Influence the Educational Success of Latino Males in Postsecondary Education:

The purpose of this multi-institutional qualitative study was to understand the educational pathways of Latino males by underscoring the unique role female family members play in their academic pursuits—through the voice of these young men. Findings demonstrate female family members were identified as being primary supporters of their educational pursuits, and actively leveraged different sources of cultural capital to help Latino males enroll and persist through postsecondary education. This study reinforces extant literature on the importance of family in the educational pathways of Latina/o students. Furthermore, it makes a unique contribution by highlighting the important role female family members hold in the Latino family as educational advocates.

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Abstract This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.

How Community Colleges in Texas Prioritize Resources for Latino Men

ABSTRACT This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men.

STEM Identity Development for Latinas: The Role of Self- and Outside Recognition:

This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focused on the role that self- and outside recognition as a STEM individual played in the process. Interviews revealed students’ self-recognition in many forms. Outside recognition came primarily from STEM peers, faculty members, and family members. Self- and outside recognition were often negotiated through the lens of intersectional identities held by the participants.