Advancing Theoretical Frameworks for Intersectional Research on Women in STEM

Abstract

Research on women in STEM often silences the voices of minoritized populations, such as women of color, in part because the most commonly used theoretical frameworks do not center or contextualize their experiences. This chapter highlights the importance of critical perspectives and methodologies such as intersectionality in research design. We conclude with implications for using critical approaches to disrupt the status quo and advance minoritized populations in STEM.

“We’re the unicorns in STEM”: Understanding how academic and social experiences influence sense of belonging for Latina undergraduate students.

“…Although prior literature clearly documents the need for intersectional approaches in the study of women of color’s experiences (Collins, 2008; Crenshaw, 1991; hooks, 1990a; Noddings, 1992), particularly in STEM spaces (Gaston Gayles & Smith, 2018), much of the research on equity in STEM has focused on gender or race/ethnicity. Perhaps as a result of the focus on women in STEM and students of color in STEM separately, institutions have increasingly created student groups to support women in STEM or students of color in STEM.…”

Differential retention contributes to racial/ethnic disparity in U.S. academia

“…The category ‘Asian’ is incredibly broad, masking a huge amount of diversity itself [ 34 ]; different scholars having very different experiences based on cultural background and history [ 35 ]. Adopting an intersectional perspective will almost certainly change our understanding of representation [ 36 ], with many axes of identity (e.g. economic background, religion, disability, sexual orientation, gender, etc) also impacting recruitment and retention [ 37 ].…”

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

“…The intersectional hypothesis suggests the distinct status of intersectional groups within a social hierarchy . Reporting disparities between intersectional categorizations may identify practices and outcomes that require intervention. , Institutional disaggregate data often present a more holistic view of how students in intersectional groups experience cultural marginalization when navigating social tensions within STEM academic settings …”

“…Related prior research has focused on gendered differences in chemistry achievement ,, and persistence in chemistry majors, while others have explored differences among ethnicities in STEM access and achievement at both the high school ,, and undergraduate levels. , Intersectional research has often examined women of color in STEM generally, physics/astronomy, and engineering, mostly in undergraduate, graduate, or vocational contexts. ,, Research has identified sources of cognitive challenges in learning AP Chemistry, including higher-level problem solving, connecting macroscopic observations to particulate models, and applying mental algorithms to novel or unfamiliar chemical phenomena. , However, this does not explain demographic differences in coursetaking and achievement. Intersectional research suggests disparate science participation and performance may be related to sociocultural issues such as structural institutional inequities, a culture of marginalization, and hierarchical stereotypes. ,, The intersectional hypothesis was applied in the present study to examine precollege student participation and performance in AP Chemistry, which is consequential in terms of college chemistry readiness and improving diversity in the STEM academic pipeline and workforce . This framework is represented in Figure .…”