https://doi.org/10.1177/1538192719835685 Journal of Hispanic Higher Education 1–15 © The Author(s) 2019 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1538192719835685 journals.sagepub.com/home/jhh Article Latinx STEM Teacher Formation through a Cultural Wealth Lens Angelica Monarrez 1 , Amy Wagler 1 , and Ron Wagler 1 Abstract This study draws on the framework of cultural wealth to interpret ways in which Latinx science, technology, engineering, and mathematics (STEM) preservice teachers who participated in a National Science Foundation–funded Robert Noyce Teacher Scholarship represent their motivation to become STEM teachers. Our analysis of in-depth interviews and one focus group with Noyce scholars revealed five sources of cultural capital: familial, aspirational, social, linguistic, and navigational in their motivation as well as an emergent-resistant capital as future STEM teachers. Resumen Este estudio enmarca el trabajo de riqueza cultural al interpretar formas en las cuales maestros/as latinas/os practicantes en STEM (ciencia, tecnología, ingeniería, matemáticas) que participan en la Fundación Nacional de Ciencias con apoyo becario para maestros Robert Noyce representa su motivación para ser maestros STEM. Nuestro análisis de entrevistas profundas y grupos foco con los becarios Noyce reveló cinco fuentes de capital cultural: familia, aspiraciones, sociales, lingüística, y navegaciones en su motivación, así como como un capital resistente emergente en futuros maestros STEM. Keywords higher education, Latina(o), qualitative, cultural wealth, STEM preservice teachers 1 The University of Texas at El Paso, USA Corresponding Author: Angelica Monarrez, Research Associate, College of Education, The University of Texas at El Paso, 500 W. University Ave., EDUC 601, El Paso, TX 79968, USA. Email: amonarrez5@utep.edu 835685JHH XX X 10.1177/1538192719835685Journal of Hispanic Higher EducationMonarrez et al. research-article 2019