A Culture of Success: Black Alumnae Discussions of the Assets-Based Approach at Spelman College

Winkle-Wagner, Rachelle; Forbes, Jacqueline M.; Rogers, Shelby A.; Reavis, Tangela Blakely

doi:10.1080/00221546.2019.1654965

Cited by 18 publications

(9 citation statements)

References 59 publications

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“…We therefore strongly encourage AGEP leaders to reexamine their approach to social cognitive interventions. Research on diversity and inclusion in higher education has proposed that community cultural wealth (Yosso, 2005) or cultural competence (Hammer et al, 2003), rather than deficit-based approaches, provide promising methods to increase URM individuals’ enrollment and retention in STEM higher education (Miriti, 2019; Winkle-Wagner et al, 2020). We also note that almost all of the alliances have developed some academic and/or research interventions, as we discussed in the previous section.…”

Section: Discussionmentioning

confidence: 99%

Change mapping of models to diversify STEM faculty as practiced by alliances for graduate education and the professoriate.

Wu¹,

Hokanson²,

Goldberg³

2024

Journal of Diversity in Higher Education

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The dearth of historically underrepresented minorities (URMs) in science, technology, engineering, and mathematics (STEM) faculty positions is one of the most significant challenges in higher education in the U.S. Increasing underrepresented groups' success in academia through achieving and retention in tenure-track faculty roles has been the central goal of the National Science Foundation's (NSF) Alliances for Graduate Education and the Professoriate (AGEP) program. In the present study, we draw on organizational change theories in higher education reform and interpret the landscape of AGEP project alliances through mapping their theories of change, barriers to success, levels of change, and foci of change, based on semistructured interviews with 17 AGEP alliances' core teams. Our mapping reveals local structures as well as interesting patterns across AGEP alliances that inform national trends. We identify alignment and misalignment between our analysis frameworks and AGEP projects which amplifies contemporary questions of providing direct student support within a deficit mindset context as well as sustainability and scalability for both the AGEP community and the broader community of diversifying STEM.

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Section: Discussionmentioning

confidence: 99%

Change mapping of models to diversify STEM faculty as practiced by alliances for graduate education and the professoriate.

Wu¹,

Hokanson²,

Goldberg³

2024

Journal of Diversity in Higher Education

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“…Spelman College, an all female institution, is a unique case of excellence in institutional culture and climate that may serve as the quintessential reference point for how all institutions may be able to achieve academic parity and equity for Black women in STEM (Perna et al., 2009; Winfield et al., 2019). The success of Spelman College is reflected in their asset-based approaches that define their culture of excellence (Winkle-Wagner et al., 2020) as well as the “superhero” level energy, commitment, and leadership their STEM faculty bring to the classroom experiences (Johnson et al., 2020). These strengths serve to champion their students and thus help prepare the next generation of Black female professionals as well as remind us that amidst all the societal challenges brought on by systemic racial and gender barriers lies an enduring opportunity, one that the rest of higher education can no longer afford to miss.…”

Section: Discussionmentioning

confidence: 99%

Missed Opportunity for Diversity in Engineering: Black Women and Undergraduate Engineering Degree Attainment

Fletcher

Jefferson

Boyd

et al. 2021

Journal of College Student Retention: Research, Theory & Pr

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Efforts dedicated towards broadening participation for Black and other underrepresented groups in engineering at post-secondary institutions has intensified in recent decades. However, Black women have not yet reached parity in undergraduate engineering degree attainment. To elucidate this trend, data from the U.S. Department of Education was analyzed to investigate postsecondary completion for Black women in engineering. Results indicate that the percentage of degrees awarded to Black women has slightly decreased during the last five years when compared to women of all races. However, the percentage of Black women obtaining engineering degrees has increased when compared to the general Black engineering population, with a larger percentage of Black women obtaining engineering degrees compared to their male counterparts than any other ethnicity. Thus, the purpose of this paper is to provide recommendations for research avenues that may strengthen knowledge around the enrollment and retention of Black women in engineering at post-secondary institutions.

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“…The institution is a fully accredited, private liberal arts college dedicated to educating women of African descent. With an average annual enrollment of 2100 students and an average graduating class of 500 students, less than 200 of Spelman’s graduates (excluding psychology) represent STEM disciplines. , Nevertheless, the College stands as a leader for educating Black women who excel in science careers and is the top producer of Black women graduates who earn STEM doctorates. − The institution runs five sections of the laboratory in the fall semester and three in the spring, each section having a maximum enrollment of 16 students. Fall sections were overenrolled, but the spring sections were limited to the maximum enrollment although laboratories were held virtually both semesters.…”

Section: Logistics Related To Culturally Relevant Activitiesmentioning

confidence: 99%

Moving Beyond the Experiment to See Chemists Like Me: Cultural Relevance in the Organic Chemistry Laboratory

et al. 2021

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Culturally relevant pedagogy and critical race feminism can be utilized to challenge the inequality and masculine nature of chemistry. Such an approach is needed to increase the representation of Black women in STEM and can be leveraged to create a curriculum that addresses the lived experiences of these individuals. This approach can shift the dynamics of the learning environment by allowing students to take the lead in creating knowledge and, in the case of students, seeing how other Black women experience and contribute to the field of chemistry in meaningful ways. In acknowledging the intersection of gender, race, and personal interest in connection with culturally relevant pedagogies, learning strategies have been created to engage Black women. Student interview and survey data revealed their interest and growing knowledge of the relevance of science. The information also showed that completing the culturally relevant lab activities helped students see themselves as developing scientists. Based on the response to the activities, it is believed that the intentional design of an academically challenging and inclusive curriculum will enhance students' perception of themselves as scientists.

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A Culture of Success: Black Alumnae Discussions of the Assets-Based Approach at Spelman College

Cited by 18 publications

References 59 publications

Change mapping of models to diversify STEM faculty as practiced by alliances for graduate education and the professoriate.

Change mapping of models to diversify STEM faculty as practiced by alliances for graduate education and the professoriate.

Missed Opportunity for Diversity in Engineering: Black Women and Undergraduate Engineering Degree Attainment

Moving Beyond the Experiment to See Chemists Like Me: Cultural Relevance in the Organic Chemistry Laboratory

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