Actions for Academically Talented Undergraduate Black Women's Range of Beliefs Regarding Identity and Experience in STEM

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Academically Talented Undergraduate Black Women's Range of Beliefs Regarding Identity and Experience in STEM

Author
Carroll, Talia Kay Monette
Published
[University Park, Pennsylvania] : Pennsylvania State University, 2019.
Physical Description
1 electronic document
Additional Creators
Ford, Karly
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Open Access.
Summary
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. Bronfenbrenners ecological model, Crenshaws intersectionality, and Collins Black feminist thought, taken together, were utilized to explore Black womens 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.
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Dissertation Note
Ph.D. Pennsylvania State University 2019.
Reproduction Note
Microfilm (positive). 1 reel ; 35 mm. (University Microfilms 29267386)
Technical Details
The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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