A Journey Worth Traveling

Abstract

Women of color have historically been underrepresented across the sciences. Neuroscience is no exception. Unfortunately, few studies have examined or shed light on how the dual presence of race and gender affects the educational and professional experiences of African American women in science. This chapter will reflect upon the journey of being an African American woman of science (psychology and neuroscience) in the academy and the blessings not abundantly clear. Through a critical lens, recognizing how the journey would have been more difficult without the supportive network of individual and the critical importance of Historically Black Colleges and Universities. Understanding the context of the times and the need to develop networks that facilitate success of future generations of African American female scholars is crucial.

High school Black girls’ experiences in a STEM after‐school program: A qualitative case study

“…The girls were grateful for the support they received in the program and elicited opportunities to mentor younger Black girls in elementary and middle school grades. The girls supported one another through the culturally relevant STEM curriculum which emphasized the representation of successful Black women in science and offered insight for the girls to see themselves as having a STEM career 1 day (Scott‐Johnson & Leggett‐Robinson, 2020). Butler‐Barnes et al (2023) discussed the importance of Black girl friendships and sisterhood in STEM spaces including how these friendships encouraged Black girls to navigate through biases, and discrimination and affirm their identities in educational settings.…”

“…I am inspired to pursue research focusing on Black women because of the hidden potential I hope to uncover in the Black girls I teach daily and the fear of belonging I possess as a Black woman in a predominantly White doctoral program. My scholarship is to contribute to the existing body of literature that seeks to “empower, encourage, and give voice” to Black women and girls in STEM (Scott‐Johnson & Leggett‐Robinson, 2020, p. xvi).…”

“…This adversity is evident in the underrepresentation of Black girls and women in STEM fields (King & Pringle, 2020;Nguyen et al, 2021). Research has documented the inhospitable and unwelcoming STEM classroom environments that Black girls and women encounter, often characterized by a lack of encouragement and prevalent biases from educators (Scott-Johnson & Leggett-Robinson, 2020). Gasman et al (2009) delineated the prevailing culture in STEM education as one that operates on a "survival of the academically fit" philosophy.…”

“…Black girls and women have STEM talents, traits, and abilities that have not been nurtured because of their underdeveloped STEM identity and a sense of community in STEM environments (Collins et al, 2020). Black girls also have limited opportunities to familiarize themselves with Black women scientists or engineers and visualize themselves in STEM careers (Scott-Johnson & Leggett-Robinson, 2020). Seeing role models and mentors with the same racial and gender identities can inspire young women and girls to step into similar roles, eliminate stereotypical representations of how a scientist or engineer looks, and increase the motivation to engage in opportunities to explore STEM (Ferreira & Patterson, 2011).…”

Creating an antiracist psychology by addressing professional complicity in psychological assessment.

“…Structural racism refers to the normalization and legitimization of an array of dynamics—historical, cultural, institutional, and interpersonal—that routinely advantage non-Latinx White persons while producing cumulative and chronic adverse outcomes for Black and other people with minoritized identities in housing, education, employment, health care, criminal justice, and psychology. Structural racism codifies practices that generate and perpetuate inequity among ethnoculturally diverse populations, and influences psychology at the macro- and microlevels (Bailey et al, 2017; Hardeman & Karbeah, 2020; Jones, 2000; Legha & Miranda, 2020; Paradies et al, 2015; Scott-Johnson & Leggett-Robinson, 2020). Although the full extent of structural racism in psychology is beyond the scope of this article, Hardeman and Karbeah (2020) provide a thoughtful conceptual framework for considering these issues.…”