African-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation.

Abstract

In this phenomenological investigation we used qualitative research methodology to examine the experiences of 8 African American women in science, technology, engineering, and mathematics (STEM) graduate programs at 1 predominantly White university (PWU) in the South. Much of the current research in this area uses quantitative methods and only yields descriptive statistical information. By using qualitative methods, we sought to add significant context to currently available literature about the experiences of African American women in STEM graduate programs at PWUs. We conducted semistructured interviews with research participants. Additionally, participants completed a demographic questionnaire to give us more information about their backgrounds. We analyzed these sources of data to help understand participant experiences. Verbatim quotes from participant interviews were used to highlight experiences and give voice to an often silenced student population in graduate STEM education. Results indicated that participants experienced racial microaggressions, low self-efficacy, and a lack of institutional support while pursuing STEM graduate degrees at this PWU. We offer suggestions about ways issues revealed by participants might be addressed by PWU university personnel. Attention to these issues could make the experiences for African American women more positive while pursuing graduate STEM degrees.

Interrogating Structural Racism in STEM Higher Education

“…Much of the research on and discussion of the plight, experiences, and outcomes of URM students in STEM education have centered on personal experiences of discriminatory behaviors and practices. STEM researchers, including myself, have detailed countless incidents of racial microaggressions, racial stereotyping, and other forms of racialized bias in our field (Alexander & Hermann, 2016;Brown et al, 2016;Mutegi, 2013). Many studies outline the omnipresent racial stereotypes that devalue the intellectual ability of URMs in STEM departments but give less attention to the discriminatory culture of their STEM departments that exacerbates the consequences of being racialized (Carter et al, 2019;McGee, 2016).…”

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

“…Chambers et al (2016) recommend placing greater attention on racial and gendered aspects of culturally relevant pedagogical techniques in teacher and counselor education programs, as well as teacher professional development. In addition to exposure to new pedagogical techniques, Alexander and Hermann (2016) noted that educators, particularly at the higher education level, should receive training on cultural responsiveness and effective mentoring processes. We believe that attending to these areas of curriculum and instruction will ensure that learning environments are shaped in a way that leverage identity as a cultural asset with cultural integrity (see Boykin, 2010) in STEM education.…”

“…In addition to mentoring opportunities and academic support, resources must be provided to address the psychosocial and emotional needs of Black women and girls in STEM (Alexander & Hermann, 2016). Black women in higher education STEM settings have reported experiencing negative social climates in their STEM departments (Rincón & George-Jackson, 2016).…”

Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce

“…Although such trainings are important, they may be insufficient to provide a deeper understanding of how and why we are affected by race/ethnicity [ 1 ] and, more so, how to address and respond to racial/ethnic matters in the social interactions that occur in research mentoring relationships. Research mentoring relationships are the primary mechanisms for growing the next generation of scientists [ 4 ], and they are also the contexts in which cultural, social, and psychological factors that frustrate the engagement and persistence of emerging scientists from racial/ethnic groups historically underrepresented (HU) in the sciences occur, including feeling invisible, unvalued, incompetent, discriminated against, isolated, and marginalized [ 3 , 14 – 17 ]. We assert that developing a deeper understanding of the ways in which race, racism, and privilege can contribute to the racial/ethnic disparities in academic and career outcomes should be an essential component of research mentor trainings and that such trainings need to provide mentors skills to navigate these dynamics.…”