Hispanic Americans make up 15% of the current US workforce, but they only account for 7% of the STEM Education workforce [8]. One effective way to reach this population, particularly Latinas, is by providing stories and ethnographic biographies of successful Latinas they can relate to. It is important to note that Latinas have been earning Ph.D.s in STEM disciplines outside of the US much longer than US-born Latinas have been earning them inside. Thus we offer the story of a mathematics educator from Peru, Dr. Luz Antonia Mendizábal Gálvez de Rodriguez, a girl who was given a chance to be educated, and whose education opened doors for her and for those she influenced. She earned her Ph.D. in Mathematics Education while raising eight children and working fulltime, and later in life became the school superintendent in Lima, awarded a prestigious national award for her teaching and service. Through a narrative that is part biography and part duoethnography, we chronicle milestones in her journey and explore the intersections of her life with the lives of two other USborn mathematics educators, ourselves. We conclude with some thoughts on revising the storyline by presenting new narratives to empower our communities.

中文翻译：

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http://scholarship.claremont.edu/jhm/vol8/iss2/7/

西班牙裔美国人占美国目前劳动力的15％，但他们仅占STEM教育劳动力的7％[8]。达到这一人群（尤其是拉丁裔）的一种有效方法是提供成功的拉丁裔的故事和人种自传。需要注意的是，拉美裔人在美国以外的国家获得STEM学科博士学位的时间比在美国出生的拉丁裔在美国境内获得学位的时间长得多。因此，我们提供了一个来自秘鲁的数学教育家Luz AntoniaMendizábalGálvezde Rodriguez博士的故事，这个女孩得到了受教育的机会，其教育为她和她所影响的人们打开了大门。她获得了博士学位。在数学教育中抚养八个孩子并全职工作，后来生活成为利马的学校负责人，她的教学和服务获得了享有盛誉的国家奖。通过一部既是传记又是十二种人种志的叙述，我们记述了她的旅程中的里程碑，并探索了她的生活与另外两名美国出生的数学教育家，我们自己的生活的交汇处。最后，我们通过提出新的叙事来增强我们的社区能力，从而对故事情节进行了一些修改。