A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience

Abstract

This mixed methods study reports data from the implementation of a 2‐week nanotechnology camp for secondary level students. The camp, Nanotechnology Experiences for Students and Teachers, had the overarching goal of increasing science, technology, engineering, and mathematics (STEM) interest among the next generation of potential STEM professionals. Statistical pre‐ and postsurvey data indicate that overall the camp was successful in fostering increased STEM interest among participants. However, early analysis of ethnographic data showed that African American students were observed to have radically different experiences than the non‐African American students. To better understand why the camp yielded such divergent outcomes, we examined ethnographic data focusing specifically on incidents of microaggressions. We were particularly interested in the impact that microaggressions had on African American students’ camp experience and learning. Our data show that microaggressions were pervasive; they came from students, instructors, and the environment; and in response, African American students adopted detachment‐coping strategies. Together these factors worked against African American students’ success. We conclude with suggestions for practice.

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA

“…Some of these researchers have alerted that STEM environments may not be providing equal support to all students in those fields (Estrada et al, 2018; Green et al, 2019). Some qualitative research studies that use critical theory as a lens have used counter-story narratives and other methods to investigate microaggressions, obstacles faced by women of color in STEM, and the importance of counter spaces in these environments (Johnson et al, 2017; Mutegi et al, 2019; Ong et al, 2018). Other work employing critical theory has focused on creating culturally responsive instruction that centers students from marginalized groups to foster an equitable and inclusive learning environment (Bang & Medin, 2010; Sheth, 2019).…”

“…For example, students disadvantaged by low-income or first-generation status are likely to experience a lack of resources relative to their more privileged peers (Dika & D’Amico, 2016; Katrevich & Aruguete, 2017; Lam et al, 2005). Women and underrepresented minority (URM) students are susceptible to additional stress and anxiety from sexism, racism as well as stereotype threat (i.e., the fear of confirming stereotypes pertaining to their identity) in an inequitable learning environment which is not experienced by their majority group peers (Astin, 1993; Basile & Lopez, 2015; Bianchini, 2013; Bianchini et al, 2002; Britner & Pajares, 2006; Cheryan et al, 2017; Cross, 1993; Felder et al, 1995; Felder et al, 1998; Green et al, 2019; Hilts et al, 2018; Johnson, 2012; Lewis et al, 2009; Mutegi et al, 2019; Sheth, 2019). In the research presented here, the different mechanisms by which students belonging to each marginalized demographic group can be disadvantaged are as follows:…”

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis

“…One approach for them to earn wages while accessing STEM, is to secure jobs and internships in STEM-related fields. Mutegi et al (2019) describe the need to identify and develop counterspaces that ensure positive learning experiences for Black children that could result in STEM career attainment.…”

Underrepresented minority students receive lower grades and have higher rates of attrition across STEM disciplines: A sign of inequity?

“…Critical theory tells us that the dominant group in a society perpetuates these norms, which are born out of their interests, and pushes back against support systems that seek to subvert these norms (Crenshaw et al, 1995;Kellner, 2003;Yosso, 2005). Much important work has been done that relates to critical theory of race and ethnicity in STEM education (Bancroft, 2018;Bang & Medin, 2010;Green et al, 2019;Johnson et al, 2017;Lewis et al, 2009;Mutegi et al, 2019;Ong et al, 2018;Parsons et al, 2008;Schenkel & Calabrese Barton, 2020;Sheth, 2019;Solorzano et al, 2000;Tolbert et al, 2018), e.g. pervasive stereotypes about who can and cannot succeed in STEM puts additional burden on URM students in STEM courses and majors.…”