Academically Talented Undergraduate Black Women’s Range of Beliefs Regarding Identity and Experience in STEM
Open Access
- Author:
- Carroll, Talia
- Graduate Program:
- Higher Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 09, 2019
- Committee Members:
- Karly Ford, Dissertation Advisor/Co-Advisor
Karly Ford, Committee Chair/Co-Chair
Jeanine Staples, Committee Member
David Guthrie, Committee Member
Kevin Thomas, Outside Member - Keywords:
- STEM
Identity
Intersectionality
Black Feminist Thought
Ecological model
Black Women - Abstract:
- Though gains have been made in broadening participation in science, technology, engineering, and math (STEM) for underserved and historically marginalized groups, challenges remain with recruiting, retaining, and graduating Black women in STEM. This study offers a nuanced response to this underrepresentation and centers on participants’ understandings of race and gender across the contexts of high school, family, society, peer interactions, and college. Bronfenbrenner’s ecological model, Crenshaw’s intersectionality, and Collins’ Black feminist thought, taken together, were utilized to explore Black women’s range of beliefs about race and gender in relation to how they see themselves and others accessing and thriving in STEM. Qualitative research methods (narrative inquiry) were used to explore the range of beliefs held about race and gender by 24 academically talented Black women in a merit-based STEM summer bridge program at a predominately white institution. Participants reflected on how they saw racism and sexism enacted in their day-to-day lives and how they viewed themselves and their STEM identity. The participants articulated a need for changes in the educational system to dismantle practices that dissuade Black women from pursuing and succeeding in STEM; to see themselves in their academic experiences and future career settings; to see same-race, same-gender people in the positions they coveted; and to have mentors and role models assist them in navigating their chosen field. Research implications include an emphasis on education and training for those who work closely with Black women, and ultimately a shift from white-centered norms to those that are inclusive of the increasingly diverse student populations across higher education institutions in the United States.